Team-Led Empowerment: A Toolkit Enhancing NOWS Care.

BACKGROUND: Individual states are becoming proactive in addressing the gaps in knowledge about newborns experiencing opioid withdrawal syndrome (ie, Neonatal Opioid Withdrawal Syndrome [NOWS]) through interdisciplinary efforts, perinatal learning collaboratives, and quality improvement initiatives. METHODS: Descriptive statistics and a repeated measures analysis of variance were used to analyze the data. The 5-step project implemented a team-led, evidence-based, nursing intervention toolkit. This project was completed in a Midwest, nonprofit, level III neonatal intensive care hospital serving a high-minority, low-income demographic. The participants included 38 registered nurses. INTERVENTION: A team-led initiative that developed a specialized toolkit aligned with the Indiana Perinatal Substance Use Practice Bundle. A pre-and posttraining assessment survey called "The Assessment of Nursing Knowledge and Self-Efficacy Related to NOWS" was developed to determine baseline knowledge and an increase in self-efficacy and knowledge. An educational curriculum intervention for onboarding new hires and completion of annual competencies was introduced. RESULTS: Posttraining, knowledge increased, and self-efficacy scores improved by 0.85 points. The curriculum change integrated the toolkit into consistent onboarding and annual competencies. CONCLUSION: This comprehensive approach empowers nurses by equipping them with the skills and confidence necessary to provide quality care resulting in improved neonatal outcomes. Adopting a team-driven intervention for onboarding and annual competencies reinforce a dedication to continuous improvement and excellence in standards of care for newborns and their families.

Engaging Students in a Bilingual Service-Learning Health Promotion Project.

Introduction: This service-learning, health promotion project used Leininger's Culture Care Theory to engage Baccalaureate Nursing students in a health promotion initiative specific to Hispanic community members. Methods: Thirty-seven students examined population health data, surveyed Hispanic community members to identify health priorities, and developed a population-specific intervention on diet and risk factors for diabetes. Students created a 5-min script focused on healthy eating plans with recognition of traditional foods associated with the Hispanic culture. Students delivered the script to community members attending an annual Hispanic Heritage Festival. Results: Seventy-six percent of the 488 community participants reported increased knowledge about diabetes risk factors and healthy eating habits. Each student completed a self-reflection on how the project impacted their transcultural skills and reported increased confidence related to engagement and communication with the Hispanic community. Discussion/Significance: Incorporating community-based service-learning into the undergraduate curricula is a powerful educational approach that can enhance students' ability to provide culturally congruent nursing care.