Bits, Bytes, Nibbles, and Clusters-An Interprofessional Practicum Experience: An Innovative Application of a Doctor of Nursing Practice Essential IV.

BACKGROUND: The Doctor of Nursing Practice (DNP) practicum should reflect the application of the American Association of Colleges of Nursing's Eight Essentials. This student's personal practicum experience combined her interest in interprofessional collaboration and the relationships with the Sexual Assault Response Team. OBJECTIVE: An innovative practicum was developed to assist in fulfilling the Fourth Essential: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care, as it pertained to the student's scholarly project. METHODS: Clinical Practicum. RESULTS: A criminal investigator, specializing in digital forensics, offered his expertise toward this educational opportunity as related to the student's scholarly project. CONCLUSIONS: This experience provided a practicum that was considered "outside the box" for this Fourth Essential. IMPLICATION FOR NURSING: It may be necessary for the Doctor of Nursing Practice student to consider a variety of opportunities to meet the Fourth Essential competency.

Exploring the Sexual Assault Response Team Perception of Interprofessional Collaboration: Implications for Emergency Department Nurses.

There is little research on the dynamics of the sexual assault response team (SART) members' interprofessional collaboration (IPC) practice. The study purposes were to (1) explore the perceptions of IPC among SART members; (2) evaluate the use of Perception of Interprofessional Collaboration Model Questionnaire with the SART; and (3) discuss the implications of the Interprofessional Core Competencies for emergency department nurses and sexual assault nurse examiners. This cross-sectional mixed-methods study (n = 49) was implemented using 4 SART teams in a mid-Atlantic state. There were no statistically significant differences in the subscales within the group level using analysis of variance but offered some valuable insight and content analysis. Emergency department nurses collaborate with different agencies and discipline within their working environment. Understanding the basics of IPC and the perception of IPC within the SART may open doors to further appreciate the dynamics of this team.

The Sexual Assault Nurse Examiner's Interactions Within the Sexual Assault Response Team: A Systematic Review.

Many emergency department nurses care for the sexually assaulted victim, when sexual assault nurse examiner (SANE) programs are not available. Therefore, it is important for emergency department nurses to understand the roles of both the SANE and the sexual assault response team (SART). The purpose of this systematic review was to identify the current research on the integration of the SANE among the SART and evaluate the gaps in research of the SANE's role, attitude, behavior, and satisfaction within the collaborative SART. Studies published between 2004 and 2014 using key words were evaluated. A 3-stage search strategy revealed 582 articles. The articles were assessed and categorized according to Level of Evidence definitions. Twelve qualitative and mixed-methods studies were identified. Studies ranged from SART protocols or responses to situational factors to SANE relationships with other SART members. The review reflected the need for more research within the collaborative atmosphere of this multidisciplinary and interagency team that defines the SART, and the individual member's perceptions. Further studies are needed on the SANE's impact on patient outcome and the emergency department nurses role when a SANE or SART program is not available.

The Texas model of differentiated entry-level competencies of graduates of nursing programs.

The Board of Nurse Examiners and the Board of Vocational Nurse Examiners for the State of Texas updated the state's competency-based education model in collaboration with stakeholders in nursing service, state nursing organizations, and the deans and directors of the state's 82 board-accredited professional nursing programs. Based on this collaborative effort, 14 differentiated entry-level competencies with associated knowledge and clinical behaviors/judgments were identified that set standards for graduates of vocational, diploma, associate, and baccalaureate degree programs.