RESUMO
ABSTRACT: The doctor of nursing practice (DNP) essentials do not specifically include a teaching competency, yet several require teaching skills. To prepare the future nursing workforce and achieve essential competencies, DNP nurses must be prepared to teach. Despite the assumption that advance practice expertise makes them intuitive teachers, gaps exist in essential faculty development, including evidence-based teaching theory, methodology, and scholarship. In our institution, DNP students expressed interest in future academic and clinical teaching roles. To support these future educators, an innovative course series aligned with National League for Nursing recommendations was developed. Two courses were successfully implemented, with additional coursework planned.
Assuntos
Educação de Pós-Graduação em Enfermagem , Educação em Enfermagem , Médicos , Estudantes de Enfermagem , Docentes de Enfermagem , Bolsas de Estudo , HumanosRESUMO
Whether natural or human-induced, disasters are a global issue that impact health care systems' operations, especially in the acute care setting. The current COVID-19 pandemic is a recent illustration of how health care systems and providers, especially nurses, respond to a rapidly evolving crisis. Nurse leaders in the acute care setting are pivotal in responding to the multifactorial challenges caused by a disaster. A quality improvement project was developed to increase nurse leaders' knowledge and confidence in disaster management during the COVID-19 pandemic at 2 Magnet-designated acute care hospitals within the John Muir Health system in Northern California. A total of 50 nurse leaders initially participated in this project, with 33 participants completing the postintervention survey. Results indicated significant improvement in perceived knowledge and confidence in disaster management after the intervention. Qualitative responses from project participants highlighted the need to annualize educational opportunities to sustain knowledge and consistently review emergency management operations plans. This quality improvement project provided an approach to educating nurse leaders in disaster management to promote resilience, support of employees, and optimal patient outcomes during disasters.
Assuntos
COVID-19/enfermagem , Medicina de Desastres/educação , Conhecimentos, Atitudes e Prática em Saúde , Liderança , Adulto , COVID-19/epidemiologia , Medicina de Desastres/organização & administração , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Recursos Humanos de Enfermagem Hospitalar/educação , Pandemias , Melhoria de Qualidade , SARS-CoV-2 , Inquéritos e QuestionáriosRESUMO
BACKGROUND: Students conducting doctor of nursing practice (DNP) projects can experience barriers that cause delays, frustration, and poor-quality projects. PROBLEM: For successful initiation and timely completion of quality projects, organizational readiness for change (ORC) evaluation is essential, yet ORC tools are not currently part of most DNP project requirements and curricula. APPROACH: The purpose of this project was to revise a reliable, validated ORC tool with 12 DNP student participants and evaluate its utility for DNP projects. OUTCOMES: Doctor of nursing practice students completed the revised Organizational Readiness for Knowledge Translation (OR4KT)-DNP tool and rated the tool as being high in acceptability, learning, and educational impact. Students who indicated that they had complications during project initiation scored lower than their peers on the OR4KT-DNP tool and scored higher on the student survey for utility. The OR4KT-DNP tool can serve as the foundation for a successful DNP project initiation.