Out of a cohort of 1987 students, 647 (equivalent to 33%) participated in the survey; 567 fully completed surveys were then subject to detailed analysis. The feedback of pre-licensure and registered nurse/advanced practice registered nurse (RN/APRN) students was analyzed, and their comments were compiled into a summary.
It was widely acknowledged by students (96%) that knowledge regarding student use of substances and addictions is an important educational consideration. Among undergraduates, there was strong support (70%) for an addictions focus area within their BSN program, complemented by a high level of student interest in addiction courses (80%) and a graduate certificate program (61%). The knowledge base for addressing addiction issues was found to be moderately effective. Concerning learning needs, students expressed the least familiarity with problem gambling, communicating about suicide, evaluating their readiness for change, and utilizing community resources. The motivation and job satisfaction of RN/APRNs when interacting with individuals with SU were found to be lower than that of pre-licensure students.
Students' contributions shaped the design of addiction education programs, spanning substance abuse, gambling, and other addictive patterns. Elective courses, a dedicated undergraduate area of study, and a postgraduate certificate are now part of the School of Nursing's curriculum, having undergone pilot programs.
From substance use to gambling and other forms of addiction, student responses informed the creation of a comprehensive addictions curriculum. Following development and piloting, the School of Nursing now provides elective courses, an undergraduate focus area, and a graduate-level certificate.
Nurse practitioner education historically uses faculty site visits as a primary method of assessing clinical proficiency, which is essential to evaluation. The recent COVID-19 pandemic, in conjunction with the growth of distance learning and online programs, has significantly increased the complexity of completing site visits, necessitating the implementation of new strategies. The Peer Patient Round Table (PPRT) was developed, presenting an innovative evaluation technique specifically for student performance. Standardized patient simulation and shared role-play are used through a telehealth platform's capabilities. In individual scenarios during the PPRT evaluation, students participated in a shared role-playing exercise, assuming the roles of patient, nurse practitioner student, and preceptor. Amidst the COVID-19 pandemic, Radford University, located in Southwest Virginia, instituted the PPRT method as an alternative approach for evaluating students in their family nurse practitioner program, commencing in May 2020, and continuing for two years. 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. HIV- infected The PPRT process is scrutinized in this paper, encompassing faculty and student experiences, and noteworthy lessons.
Frequently the most numerous segment in the healthcare profession, nurses are frequently the first to address concerns related to health and illness with individuals. Quality healthcare necessitates that nurses are educated to adequately care for individuals with serious medical conditions. The AACN Essentials Competencies for Professional Nursing Education, a new framework, highlights hospice, palliative, and supportive care as one of four core nursing domains. An examination of undergraduate nursing programs in Massachusetts concerning the instruction of serious illness care lays the groundwork for a state-level strategy to guarantee high-quality introductory palliative care 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.
Massachusetts nursing programs, according to survey results, are largely deficient in offering formal primary palliative nursing education. Still, programs are open to provide support and resources.
By informing the development of a successful strategy to support primary palliative nursing education, the survey provided insights vital to Massachusetts undergraduate baccalaureate nursing curricula. A survey's strategic application can function as a model for use in other states.
The survey's findings offered critical information for developing a successful strategy to support primary palliative nursing education in Massachusetts' undergraduate baccalaureate nursing curricula. The survey approach can serve as a template for other states' approaches.
Meeting the growing need for palliative care necessitates more than just the efforts of palliative care specialists. Interprofessional collaboration by generalist health professionals is essential for equitable access to primary palliative care. These clinicians are prepared to incorporate palliative care principles into their practice through educational competencies and clinical practice guidelines.
Evaluating the preparation of entry-level nursing students by the AACN Essentials, this project sought to determine their readiness to function as integral members of primary palliative care teams, as detailed in the National Consensus Project (NCP) guidelines for clinical practice.
A crosswalk mapping process, coupled with the Essentials domains, CARES statements, and NCP Guidelines, was employed by a team of nurse educators.
All eight NCP domains exhibit perfect alignment with the Essentials. There existed a degree of overlap in the documents, alongside unique areas of emphasis, respectively.
This project investigates how educational expertise and clinical manuals can form the basis for capable palliative care delivery. The document also describes the collaborative preparation of nurses in providing palliative care.
Educational competencies and clinical guidelines are scrutinized in this project to reveal their implications for effective palliative care practice. It further describes the nurses' preparedness for collaborative efforts in palliative care.
Nursing education's future workforce preparation benefits from the new AACN Essentials Core Competencies for Professional Nursing Education, which offer an opportunity to revamp educational standards that all member schools must implement in their curricula. The arrival of these upgraded academic standards necessitates nursing programs across the nation to evaluate their program outcomes and transform their teaching methods from abstract concepts to practical competencies. The article's aim is to detail the nascent stages of a quality enhancement project, focusing on incorporating the new AACN Essentials into the undergraduate nursing curriculum across a sizable, multi-campus institution. The article imparts valuable experiences to aid and direct other schools of nursing.
To thrive in the emotionally demanding healthcare setting, nursing students need strong reasoning skills. Many elements contribute to the complex cognitive process of clinical reasoning, while the influence of emotions is often underestimated.
In a pilot study, we investigated the emotional intelligence (EI) of senior Bachelor of Science in Nursing (BSN) students and its influence on their clinical reasoning to gain a clearer picture of how emotions play a part in clinical learning.
A convergent parallel mixed-methods approach was employed in this study.
Strategic Emotional Intelligence (EI) displayed a positive correlation with the clinical reasoning scale of inference, according to quantitative analysis (r).
The findings suggested a statistically significant relationship, yielding an F-statistic of 0489 and a probability of .044. A positive correlation was observed between the Emotional Intelligence branch of Understanding Emotions and overall clinical reasoning abilities, as indicated by a positive correlation coefficient (r).
A correlation was found between the clinical reasoning scale of induction and the outcome variable, reaching statistical significance (p = .024).
There was a statistically significant trend detected (p = .035, t = 0530). The categories (1) Sadness for, (2) Shifting Emotions, and (3) Presence, arising from qualitative data, were supported by the quantitative data.
The application of EI is indispensable for effective reasoning and the provision of care within clinical settings. Nurse educators can bolster the safety of nurses' practice by emphasizing emotional intelligence development.
To maximize the impact of reasoning and care during clinical experiences, EI is indispensible. Developing emotional intelligence within nursing students might contribute to safer nursing practice.
Graduates of nursing PhD programs have the freedom to pursue diverse career directions, both within and outside of the academic world. Despite the availability of mentor-mentee structures, students face hurdles in their career exploration due to competing demands and limited resources. check details This article comprehensively details a PhD nursing career support project, including its development, implementation, and rigorous evaluation.
A project of student design, stretching over four weeks, was carried out, and was deliberately structured to align with four career paths pinpointed by the students. Descriptive statistics served as the analytical tool for the quantitative survey questions. SMRT PacBio Open-ended survey responses and field notes received an examination, in addition.
Analysis of the post-implementation survey data revealed that all participants considered the sessions beneficial and recommended holding the workshop annually. The students' queries spanned three significant aspects of career planning: employment pursuit, selecting suitable employment, and navigating the career journey. PhD students engaged in discussions with workshop speakers, learning about important tasks, strategies, wisdom, and personal reflections.