From a group of 1987 students, 647 (33%) participated in the survey; a total of 567 complete answers were then analyzed. Following the comparison of pre-licensure and RN/APRN student answers, their comments were synthesized into a summary document.
Virtually all students (96%) expressed the importance of comprehending SU and substance-related issues and addictions. Undergraduate students overwhelmingly (70%) favored an addictions focus area within their BSN degree program, along with the noticeable student interest in addiction courses (80%) and a graduate certificate program (61%). A moderate level of perceived knowledge concerning addiction was observed. Regarding student learning needs, they reported the lowest understanding of problem gambling, communicating about suicidal ideation, assessing their readiness for change, and utilizing community support services. In their interactions with individuals with SU, RN/APRNs expressed significantly less motivation and job satisfaction compared to pre-licensure students.
Student input, proving valuable and extensive, led to the creation of addiction curricula, addressing a diverse range of addictions, from substance use to gambling and other related issues. The School of Nursing developed, piloted, and now offers elective courses, an undergraduate focus area, and a graduate-level certificate.
The addictions curriculum, which focused on substances, gambling, and various other addictions, was informed by and built upon student responses. The School of Nursing implemented and now provides elective courses, an undergraduate focus area, and a graduate-level certificate, having completed a pilot stage.
Nurse practitioner education traditionally relies heavily on faculty site visits to assess clinical performance, which is a vital component of the evaluation process. The COVID-19 pandemic, coupled with the evolution of distance learning and online programs, has added to the difficulties in conducting site visits, necessitating the development of inventive strategies. To evaluate student performance, the Peer Patient Round Table (PPRT) was thoughtfully devised as an innovative approach. Via a telehealth platform, the strategy leverages standardized patient simulation and shared role-play. Part of the PPRT evaluation, students performed a shared role-play, embodying the roles of a patient, nurse practitioner student, and preceptor in separate simulated scenarios. For two years, during the COVID-19 pandemic, the family nurse practitioner program at Radford University, situated in Southwest Virginia, employed the PPRT method as a substitute student evaluation method, beginning its use in May 2020. Student and faculty opinions on the efficiency of PPRT as a clinical assessment method, and their contentment with this method were collected by surveys following the first year of PPRT implementation. plant molecular biology This article analyzes the details of PPRT procedures, and accounts from faculty and students, and lessons gleaned from those experiences.
A considerable portion of the healthcare workforce is comprised of nurses, who commonly serve as the initial point of contact regarding health and illness with individuals. A well-educated nursing staff, capable of handling individuals with serious illnesses, is indispensable to superior healthcare outcomes. The AACN Essentials Competencies for Professional Nursing Education, recently published, identifies hospice, palliative, and supportive care as one of four fundamental areas of nursing practice. Curriculum content on caring for individuals with serious illnesses in Massachusetts's undergraduate nursing programs must be thoroughly investigated via surveys to inform a state strategy and guarantee top-tier primary palliative education for nursing students.
A statewide survey of nursing schools in Massachusetts, focusing on primary palliative nursing education in undergraduate programs, was conducted from June 2020 to December 2020. Thanks to the collaborative project with the Deans of the college/school of nursing, the survey enabled the identification of the programs.
Primary palliative nursing education, as a formal component of nursing programs, is noticeably lacking in a considerable number of Massachusetts institutions, as revealed by the survey. Despite this, programs are open to support and resources.
The survey's findings enabled the formulation of a successful strategy to integrate primary palliative nursing education into the Massachusetts undergraduate baccalaureate nursing curriculum. A survey's strategic application can function as a model for use in other states.
A strategy to support primary palliative nursing education in Massachusetts undergraduate baccalaureate nursing programs was successfully informed by the survey's findings. As a model, the survey approach has potential application in other states.
The increasing requirement for palliative care cannot be fully satisfied by palliative care specialists acting alone. Primary palliative care, delivered through interprofessional teams of generalist health professionals, is essential for ensuring equitable access. To effectively integrate palliative care principles into their practice, these clinicians rely on educational competencies and clinical practice guidelines.
To ascertain the readiness of entry-level nursing students, this project evaluated the impact of the AACN Essentials in preparing them to contribute as members of primary palliative care teams, per the National Consensus Project (NCP) clinical practice guidelines.
Nurse educators skillfully applied crosswalk mapping, incorporating the Essentials domains, the Competencies and Recommendations for Educating Undergraduate Nursing Students (CARES) statements, and the NCP Guidelines into their work.
A perfect match exists between the eight NCP domains and the Essentials. Overlapping sections coexisted with areas where the documents diverged in focus.
This project investigates how educational expertise and clinical manuals can form the basis for capable palliative care delivery. It further delineates the collaborative preparation of nurses for palliative care delivery.
Palliative care practice is explored in this project, examining how educational competencies and clinical guidelines intersect and direct proficiency. In addition, it details the preparation of nurses for cooperative palliative care delivery.
The AACN Essentials Core Competencies for Professional Nursing Education offer an opportunity to fundamentally change the educational preparation of our upcoming nursing workforce, requiring all member schools to integrate these new standards into their academic programs. The implementation of these improved academic standards necessitates a review of program results and a transition from abstract ideas to concrete skills for many nursing schools throughout the country. This paper delves into the beginning stages of a quality improvement project focused on integrating the AACN Essentials into the undergraduate nursing program of a large multi-campus school. The article shares crucial takeaways to assist and mentor other nursing programs.
Nursing students must be equipped to navigate the emotionally charged complexities of the healthcare environment with sound reasoning. Clinical reasoning, a complex cognitive procedure, is often analyzed without sufficient consideration for the contribution of emotional factors.
Through a pilot study, we explored the emotional intelligence (EI) of senior Bachelor of Science in Nursing (BSN) students and its relationship with clinical reasoning in order to develop a better understanding of how emotions are employed during clinical learning situations.
The convergent parallel mixed-methods design was instrumental in this investigation.
The quantitative data suggest a positive relationship between strategic emotional intelligence and the clinical inference subscale of the reasoning scale (r).
The findings suggested a statistically significant relationship, yielding an F-statistic of 0489 and a probability of .044. The Emotional Intelligence branch of Understanding Emotions correlated positively with the overall capacity of clinical reasoning, as suggested by the correlation coefficient (r).
The induction clinical reasoning scale demonstrated a statistically significant relationship with the outcome variable (p = 0.024).
A notable relationship between the variables was found, with statistical significance (p = .035, t = 0530). Quantitative findings aligned with the qualitative themes of (1) Sadness for, (2) Shifting Emotions, and (3) Presence.
Clinical experiences necessitate a robust understanding of EI, crucial for sound reasoning and compassionate care. Nurse educators can enhance safe nursing practice by cultivating emotional intelligence.
The importance of EI in clinical experiences is paramount for both reasoning and care provision. Nurse educators can cultivate emotional intelligence to enhance nurses' preparedness for secure practice.
Nursing PhD candidates can, after graduation, pursue a range of career options encompassing both academic and non-academic fields. Students striving to make sound career choices are sometimes challenged by the complexities of mentorship frameworks, the pressure of multiple obligations, and the scarcity of available resources. Bone quality and biomechanics This article examines a project that supports PhD nursing career development through its stages of design, execution, and assessment.
A student-led project, spanning four weeks, was undertaken in response to four student-defined career paths. Descriptive statistics served as the analytical tool for the quantitative survey questions. CN128 Responses to open-ended questions, alongside field notes, were likewise scrutinized.
The post-implementation survey data uniformly demonstrated that all attendees found the sessions valuable and urged the provision of an annual workshop. Concerning career development, students' questions concentrated on three critical domains: job seeking, career choice, and work environment after employment. The discussions amongst workshop speakers, encompassing important tasks, strategies, wisdom, and personal reflections, served as valuable learning for PhD students.