Lessons Learned From Pairing Education-Intensive and Research-Intensive Faculty to Increase Scholarship in Nursing.

ABSTRACT: Many nurse faculty find scholarship goals difficult to achieve while also maintaining education, practice, and service duties. This article describes a partnership between education-intensive and research-intensive faculty members that increased scholarly output. Challenges included conflicting schedules and responsibilities and an increasing desire to accomplish more than was possible in the allotted time. Differences in educational preparation and experiences were found to be a facilitator that enabled the team to be more productive. An equally felt commitment to the process and dedicated meetings also helped this team to be successful.

Applying Social Determinants of Health to Nursing Education Using a Concept-Based Approach.

BACKGROUND: The assessment of a patient's social determinants of health (SDOH) may uncover potentially modifiable factors that each contribute to or detract from the health and wellness of individuals, families, and groups. A concept-based curriculum may offer advantages for introducing SDOH assessment to nursing students. METHOD: The concept of SDOH was threaded throughout a baccalaureate concept-based curriculum using innovative and team-based learning strategies. RESULTS: A concept-based curriculum provides an effective platform for introducing SDOH topics in nursing education, but many of the learning activities also could be incorporated into traditional curricula. CONCLUSION: Nursing education should incorporate teaching about SDOH to prepare students for high-quality nursing practice and better patient advocacy. Assessment of SDOH also allows treatment plans to be tailored to the needs of that patient or population, which in turn may improve health outcomes. [J Nurs Educ. 2020;59(5):293-296.].

Strategies and Resources for Increasing the PhD Pipeline and Producing Independent Nurse Scientists.

Nurse scientists play an indispensable role in developing new knowledge to advance the health of patients, families, and communities. Yet PhD nurse enrollment has significantly dropped, and many later career nurse scientists are nearing retirement. The purpose of this article is to outline potential strategies to enhance the PhD nurse pipeline. Potential strategies are identified at three distinct time points along the PhD trajectory: (a) prior to a PhD program (increasing the pipeline), (b) during a PhD program (enhancing graduation rates and transitioning into research-focused careers), and (c) in the postdoctoral or early career period (establishing scholarly independence and an active program of research). Talented students should be approached early on in their education to ascertain interest in a scientific research-based career, and all students could be engaged in research opportunities while in undergraduate programs. During a PhD program, supportive mentors are a key component for student success and may provide assistance in obtaining ongoing funding and scholarship support. Throughout doctoral study and into early career, less structured opportunities can be influential, including conference support, online and face-to-face training, and ongoing funding and scholarship support for postdoctoral study or fellowships. At each career stage, there should be a focus on designing scientifically sound nursing research that will impact outcomes in measurable and sustainable ways. We must not focus our attention only on student recruitment. Public messaging efforts are needed to raise awareness of the role of nurse researchers. In addition, several stakeholders play a role in increasing the PhD pipeline and producing independent nurse scientists, and they should be acknowledged in these efforts. The strategies described may be beneficial for any nurse contemplating a research career as well as for those who may serve as mentors to these individuals. More broadly, these strategies may be employed by colleges and universities, funding bodies, professional nursing societies, and healthcare organizations in the United States and abroad. Increasing the PhD pipeline, and fostering a more robust field of independent nurse scientists, will translate into improved patient outcomes.

A Systematic Review of Barriers and Facilitators for Concussion Reporting Behavior Among Student Athletes.

Despite increasing attention to concussion safety, many young athletes still do not report concussion-like symptoms to athletic staff. This systematic review was conducted to identify barriers and facilitators to reporting of concussions by high school and collegiate athletes. The review was conducted using PubMed, SCOPUS, CINAHL Complete, and Cochrane Library. Original research articles were deemed eligible if they contained either qualitative or quantitative data on barriers and facilitators of high school and collegiate athletes self-reporting concussion symptoms to athletic staff. For those articles that met inclusion criteria, both authors critically read each article, summarized reasons given by the authors, and then categorized this information into a barrier or a facilitator of concussion-reporting behavior. Of the 878 articles returned, 24 articles met inclusion criteria. Major facilitators were female sex and younger age. Major barriers were a fear of losing current or future playing time, a misconception that concussive injury is not serious, a fear of letting one's team down, and a lack of knowledge of concussion signs and symptoms. Future interventions should address these issues, incorporate primary and secondary prevention strategies, and emphasize the long-term risks of playing while concussed.