From Nursing Assistant to Nurse: Scoping Review of Transitional Career Opportunities.

Nursing assistants (NAs) are an integral component of the older adult nursing care team. Although NAs provide the majority of hands-on care, they often experience disproportionate personal and professional challenges related to their roles and responsibilities. Likewise, NAs may have minimal opportunity to transition into a nursing career. The purpose of the current scoping review was to identify and examine nursing career transition pathways designed for NAs. A scoping review of the literature revealed nine career transition programs designed for this unique sector of the nursing workforce. Although NAs may express a desire to transition into a nursing career, sparse programs have been implemented. Effective NA-to-nurse career transition programs may help improve NAs' personal and professional outcomes, older adults' care outcomes, and ultimately, improve diversity in the nursing workforce. [Journal of Gerontological Nursing, 48(2), 36-42.].

Interprofessional Naloxone Student Training to Manage Suspected Opioid Overdose.

PURPOSE: The study purpose was to examine the effect of interprofessional naloxone training on students' knowledge, confidence, and interprofessional collaboration competency. The overarching goal was to decrease mortality related to opioid overdoses. DESIGN/METHODS: A training session for interprofessional students consisted of a lecture presentation, demonstration, and hands-on practice regarding appropriate administration of naloxone for suspected opioid overdose. A questionnaire elicited baseline and change in knowledge, confidence, and interprofessional collaboration competency scores at pretraining and posttraining. In addition, changes in knowledge and confidence were also measured 3 weeks after the training. Thematic analysis explored training components that students perceived as valuable or needing improvement. RESULTS: Participants (N = 100) were nursing (n = 33), physician assistant (n = 37), and pharmacy (n = 30) students. Pretraining and posttraining comparison demonstrated increased knowledge (P < .001), confidence (P < .001), and collaboration scores (P < .001). At 3 weeks, knowledge and confidence remained higher than pretraining (P < .001). Knowledge was trending downward compared with posttraining (P = .09). Thematic analysis identified 4 themes: (a) indications for administration of different naloxone types, (b) learning modalities, (c) knowledge application, and (d) improvements. CONCLUSIONS: An interprofessional naloxone administration training resulted in increased knowledge, confidence, and interprofessional teamwork. Educators can adapt this training for a variety of future or current healthcare professionals to improve immediate intervention and outcomes in suspected opioid overdoses.