After the Gap Analysis: Education and Practice Changes to Prepare Nurses of the Future.

AIM: The purpose of the study was to describe the Connecticut Nursing Collaborative-Action Coalition's work in identifying and addressing gaps between nursing education and practice based on the Institute of Medicine's Future of Nursing report. BACKGROUND: Massachusetts Nurse of the Future (NOF) Competencies highlight the knowledge, skills, and attitudes/behaviors required for professional nurses. Integrating these concepts into the educational system will prepare the nursing workforce to respond to current/future health care needs and population health issues. METHOD: Education and practice partners in four regions conducted a gap analysis of the education to practice transition for new graduate nurses using NOF as a framework for assessment. RESULTS: Gaps in competencies were similar across regions. However, each organization uniquely addressed curricular gaps to best prepare nurses of the future. CONCLUSION: Curriculum improvements will provide students the advantage of being prepared for the rapid changes happening in health care.

Exploring the changing landscape of jobs for new graduates: practice, education, and new graduate imperatives.

Numerous expert sources have reported a reduction in positions available for new graduate nurses, largely because of general economic conditions, although there are conflicting data and significant geographic variances. Nursing education, nursing practice, and new graduates themselves must develop partnerships to better prepare graduates for more challenging employment searches so that these newest members of the nursing workforce are retained and available for practice in preparation for the expected shortage of nurses in the near future.

Service learning in Guatemala: using qualitative content analysis to explore an interdisciplinary learning experience among students in health care professional programs.

INTRODUCTION: Interprofessional collaboration among health care professionals yields improved patient outcomes, yet many students in health care programs have limited exposure to interprofessional collaboration in the classroom and in clinical and service-learning experiences. This practice gap implies that students enter their professions without valuing interprofessional collaboration and the impact it has on promoting positive patient outcomes. AIM: The aim of this study was to describe the interprofessional experiences of students in health care professional programs as they collaborated to provide health care to Guatemalan citizens over a 7-day period. METHODS: In light of the identified practice gap and a commitment by college administration to fund interprofessional initiatives, faculty educators from nursing, occupational therapy, and physical therapy conducted a qualitative study to explore a service-learning initiative focused on promoting interprofessional collaboration. Students collaborated in triads (one student from each of the three disciplines) to provide supervised health care to underserved Guatemalan men, women, children, and infants across a variety of community and health care settings. Eighteen students participated in a qualitative research project by describing their experience of interprofessional collaboration in a service-learning environment. Twice before arriving in Guatemala, and on three occasions during the trip, participants reflected on their experiences and provided narrative responses to open-ended questions. Qualitative content analysis methodology was used to describe their experiences of interprofessional collaboration. RESULTS: An interprofessional service-learning experience positively affected students' learning, their growth in interprofessional collaboration, and their understanding and appreciation of health care professions besides their own. The experience also generated feelings of gratitude for the opportunity to be a member of an interprofessional team and to serve those in need by giving of themselves. CONCLUSION: The findings support service learning as a platform to encourage interprofessional collaboration among students in health care professional programs. The research will inform future service-learning experiences in which interdisciplinary collaboration is an outcome of interest.

African American women & unplanned cesarean birth.

PURPOSE: To describe unplanned cesarean birth as experienced by African American women. METHOD: Descriptive phenomenology was used with interviews from seven women who experienced unplanned cesarean birth. Interviews of each woman's birth experience were transcribed and analyzed using Colaizzi's descriptive, phenomenological method. RESULTS: The findings were clustered into five themes: preparing for childbirth, mistrust, feeling rushed, being fearful, and sacrificing. CLINICAL IMPLICATIONS: The results from this study contribute to the understanding of psychosocial stressors that are associated with childbirth complicated by unplanned cesarean birth. This study lends evidence to our practice by providing information about how important anticipatory guidance is for expectant women because the possibility of cesarean birth in today's environment is not remote. Discussions about unplanned cesarean births should also be a part of this anticipatory guidance.