A Study of the Use of Psychopharmacologic Agents by Acutely Medically Ill Older Adults.

This retrospective study sought to investigate issues related to the safety of psychopharmacological agents used by acutely medically ill hospitalized older adults. It explored if there were any associations between commonly prescribed psychiatric medications that medically ill hospitalized older adults received and adverse events. It also sought to compare the safety of antidepressants, sedative/hypnotics, and antipsychotics, when used as a standing (on a preset schedule) and as needed pro re nata (PRN) basis. The study found that psychopharmacological agents are frequently prescribed for medically ill hospitalized older adults. No statistically significant difference was found as far as safety was concerned. The number of PRN medications that were used, and the total number of medications was associated with increased risk of transfer within the hospital to a higher level of care or transfer upon discharge to long-term-care/rehabilitation or hospice. Overall, the use of psychopharmacological agents did not appear to be related to serious adverse events.

The evolution of a cardiac catheterization laboratory fellowship.

This column explores the development and implementation of a cardiac catheterization laboratory nursing fellowship at a 600-bed, tertiary-care hospital that is part of a large, multi-facility health system.

A Mixed-Methods Approach to Humanistic Interprofessional Faculty Development.

INTRODUCTION: This study evaluated the effectiveness of the Mentoring and Professionalism in Training (MAP-IT) program, a longitudinal, interprofessional faculty development curriculum designed to enhance clinicians' humanistic mentoring skills, specifically nurses and physicians. METHODS: During 2014 to 2016, two consecutive cohorts of nurses and physicians completed the MAP-IT program. Participants included 169 high potential mentors (HPMs) and 61 facilitator leaders. Each 10-month program consisted of small group work, experiential learning, and critical reflection aimed at enhancing humanistic mentoring skills. Throughout the program, facilitator leaders served as mentors for the HPMs. Both quantitative and qualitative data were collected to measure changes in skill levels specific to humanistic teaching practices, as well as overall evaluation of the program's curriculum and logistics. Quantitative data were analyzed using the Wilcoxon signed-rank test, descriptive statistics, and Fisher exact test, as appropriate. Qualitative data assessing the overall impact and applicability of the program to the clinical setting were analyzed using content analysis methodology. RESULTS: Across cohorts, HPMs demonstrated significant increases in perceptions of humanistic teaching skills. During objective structured teaching simulations, significant increases were also found in HPMs' self-reported mentoring skills and their skills as rated by a standardized RN/MD. Qualitative analyses revealed themes of the program to be skill development and application, mentorship, humanism, mindfulness, self-care, and acknowledgment of overlapping interprofessional roles. DISCUSSION: Utilizing an interprofessional education approach, the MAP-IT program was determined to be a feasible strategy to positively impact the personal and professional development of nurses and physicians.

The Living Experience of Feeling Playful.

The purpose of this study was to investigate the living experience of feeling playful. Parse's research method was used to answer the question: What is the structure of the living experience of feeling playful? The participants were 10 persons, ages 9 to 83, living in the United States. The central finding of the study is the living experience of feeling playful is entertaining amusements amid burdens with uplifting endeavors strengthening affiliations with blissful moments of unfettered unfolding. The living experience of feeling playful is discussed in relation to the principles of the humanbecoming paradigm and in relation to how it can inform further research.