A 1-Year Accredited Nurse Residency Program's Effect on Intent to Leave.

OBJECTIVE: This article describes the evaluation of a system-wide program to enhance new graduate nurse resident (NGNR) experience, enculturation, and commitment to the organization. BACKGROUND: Structured nurse residency programs support NGNR transition to the work environment and increase retention and organizational commitment. METHODS: The study used a descriptive, comparative design measuring NGNR perceptions of affective commitment, job satisfaction, job stress, and other variables over 3 times from baseline to 24 months. RESULTS: Findings demonstrated a reduction in affective commitment and an increase in nursing stress from baseline to 12 and 24 months of employment. The highest mean in intent to leave occurred at 12 months, highlighting the vulnerability of the NGNR at that time. CONCLUSIONS: Nurse leaders must consider resources supporting NGNRs beyond the traditional 12 months to ensure retention and organizational commitment, thereby decreasing intent to leave.

Benefits of a joint health sciences practicum for students in library and information sciences: a case report.

BACKGROUND: A joint practicum gives library and information science (LIS) students the opportunity to compare two health sciences libraries' structures and workflows. The goal of this case report is to describe how a joint health sciences practicum can help LIS students and recent graduates develop skills that may be beneficial for their future positions in health sciences or other libraries.Case Presentation: Six participants in a joint health sciences library practicum underwent two interviews: the first interview focused on their practicum experiences, and the second interview sought to determine whether the participants had found employment and were using any skills in their new positions that they acquired during their practicums. Participants gave mostly positive feedback regarding their practicum experiences and expressed openness to applying for health sciences library positions. Although the participants who found employment did not work in health sciences libraries, their practicum projects served as supporting materials for their job applications, and they were using the skills they had gained from their practicums in their new positions. CONCLUSIONS: While most joint practicum participants were not working in a health sciences library, the practicum was beneficial to their new careers. This case report highlights that a joint health sciences practicum program can be beneficial in showing LIS students different approaches to health sciences librarianship.

The impact of a Role Emerging Placement while a student occupational therapist, on subsequent qualified employability, practice and career path.

BACKGROUND: Although Role Emerging Placements (REP) are now a common feature in pre-registration occupational therapy curricula, there is a need to expand the understanding of the impact of this experience on employability, practice and career path of qualified occupational therapists. METHOD: A case finding online survey was used to create a purposive sample for Thematic Analysis of semi-structured interviews with practising occupational therapists from one UK Masters' level pre-registration occupational therapy program. RESULTS: The case finding survey (n = 19) led to recruitment of six participants to be interviewed. The qualitative findings reflected the impact of a REP experience on occupational therapists' employability, practice and career path. The complementary features of the more traditional placement and the role emergent type of placement were considered as being useful and beneficial to qualified practice regardless of setting. However, the REP additionally, had an internal and outward impact. Internally, the therapist gains a passion for occupation-focussed practice and builds confidence to promote both self and the profession. Outwardly, the therapist can offer extra skills in qualified practice, particularly in innovative service development and delivery, thereby offering added value for employability. CONCLUSION: A REP experience as an occupational therapy student, can develop additional skills for qualified professional practice than traditional practice placements alone. The impact of such a placement matches with the 'Generation Y' traits of young adults who are now starting to emerge into training and the work place, translates well into a variety of working environments and lasts into career development. The placement model of occupation-focussed project development and the less apprentice style learning of a REP may be influential, and could be a suitable model within traditional placements.

Longitudinal Outcomes of an Institutionally Developed Nurse Residency Program.

Nurse residency programs are widely implemented to enhance integration of new graduate nurses entering the workforce. This article presents a retrospective analysis of 10 years of residency data from an internally developed residency program that used the Casey-Fink Graduate Nurse Experience Survey. Outcomes of this program were similar to those from studies using commercially available products, suggesting that an internally developed residency curricula may be equally beneficial to the development of new graduate nurses.

Promoting Health Through Policy and Systems Change: Public Health Students and Mentors on the Value of Policy Advocacy Experience in Academic Internships.

Emerging professionals and new Certified Health Education Specialists often lack academic training in and actual experience in National Commission for Health Education Credentialing Area of Responsibility VII: Communicate, Promote, and Advocate for Health, Health Education/Promotion, and the Profession. For undergraduate and graduate students who have an opportunity to complete an internship or practicum experience, gaining experience in Competencies 7.2: Engage in advocacy for health and health education/promotion and 7.3: Influence policy and/or systems change to promote health and health education can have a profound impact on their career development and their ability to advocate for policies that promote health and health equity. Compelling evidence suggests that interventions that address social determinants of health such as poverty and education and those that change the context through improved policy or healthier environments have the greatest impact on public health, making it vital for emerging public health professionals to gain experience in policy advocacy and systems change. In this commentary, students and faculty from two large universities in the U.S.-Mexico border region reflect on the value of policy advocacy in academic internship/fieldwork experiences. Based on their experiences, they highly recommend that students seek out internship opportunities where they can participate in policy advocacy, and they encourage university faculty and practicum preceptors to provide more opportunities for policy advocacy in both classroom and fieldwork settings.

Incorporating Evidence-Based Practice Learning Into a Nurse Residency Program: Are New Graduates Ready to Apply Evidence at the Bedside?

OBJECTIVE: The aim of this study was to determine the effectiveness of an evidence-based practice (EBP) learning module within a nursing residency program (NRP). BACKGROUND: Utilization of EBP has been shown to improve patient outcomes; however, new-graduate nurses lack the practice application ability, attitudes, knowledge, and skills to incorporate EBP into their personal practice. METHODS: New-graduate nurses in a hospital NRP participated in this nonexperimental, descriptive, correlational, study. The Evidence-Based Practice Questionnaire was utilized in a prestudy-poststudy format to collect data for analysis. RESULTS: Statistically significant changes occurred throughout the EBP module in regard to new-graduate nurse practice and knowledge of EBP. CONCLUSION: Enabling novice nurses to foster a spirit of inquiry through EBP literacy is essential to patient outcomes; nonetheless, new-graduate nurse readiness must be further assessed in order to determine appropriate timing of EBP education within NRPs in an effort to improve the application of evidence at the bedside.

Evaluation of a health sciences internship for Latino and Native American library students.

PURPOSE: This paper presents a qualitative evaluation of a graduate-level internship for Latino and Native American library science students or students who are interested in serving those populations. METHODS: The authors analyzed semi-structured interviews with thirteen internship program graduates or participants. RESULTS: The analysis suggests that the program increased participants' interest in health sciences librarianship and led to improved career opportunities, both in health sciences libraries and other libraries with health information programming. It also highlights specific factors that are likely to contribute to the strength of career pipeline programs aiming to bring Latino and Native American students and students who are interested in serving those communities into health librarianship. CONCLUSIONS: Exposing graduate-level interns to a broad range of health sciences librarianship tasks, including outreach to Latino and Native American communities and formal mentorship, is likely to maximize interns' interests in both health sciences librarianship and service to these communities.

Nurse residency programs and the transition to child health nursing practice.

Nurse residency programs for newly licensed RNs are a critical component in bridging the clinical practice gap between education and practice. In May 2013, the Institute of Pediatric Nursing invited leaders from pediatric nursing organizations and children's hospitals to attend a forum on nurse residency programs for pediatric nurses. This article presents a summary of the discussions that occurred during the forum and makes recommendations for addressing issues related to nurse residency programs.

Development of leadership behaviors in undergraduate nursing students: a service-learning approach.

AIM: The purpose of this study was to determine leadership behaviors developed by nursing students and peers before and after a service-learning experience. BACKGROUND: Nurses have been called to fill growing needs in the health care setting, rendering care to vulnerable and diverse populations in a wide range of organizations. Leadership behaviors are therefore essential. METHOD: Baccalaureate students (N = 65) completed the Student Leadership Practices Inventory-Self at the beginning and end of the semester. The students also rated peers using the Leadership Practices Inventory-Observer and answered six questions about service-learning. RESULTS: Repeated measures of analysis of variance for pre- and posttests revealed that leadership behaviors improved (p < .0001). A significant correlation was found (p = .02) between the overall posttest scores for both instruments. CONCLUSION Integrating service-learning into a leadership course is an effective approach to the development of leadership behaviors.

Gatekeeping practices of music therapy academic programs and internships: a national survey.

BACKGROUND: Gatekeeping safeguards access to the practice of a profession to ensure the quality of clinical services. It involves selective admission, continuous evaluation, and timely and ethical decisions in response to trainees with severe professional competency problems (SPCP). To date, little information is available concerning gatekeeping practices in the field of music therapy. OBJECTIVE: This study investigated the extent and outcomes of gatekeeping practices across academic programs and National Roster internship sites approved by the American Music Therapy Association. Specifically, it examined the prevalence of trainees with SPCP, program-wide precautionary measures, common indicators of trainees with SPCP, remedial strategies, and supports and barriers to effective management. METHODS: Thirty-two academic program directors and 77 internship directors completed an online survey. Responses were compiled into aggregate form (frequencies & percentages) for analysis. Chi-square tests with Yates' correction were applied to compare the differences between academic programs and internships. RESULTS: A significantly higher percentage of academic programs (93.8%) reported having at least one trainee with SPCP over the past 5 years than did internships (66.2%). The most common indicators of competency problems included inadequate music skill development, emotional instability, limited communication skills, deficient interpersonal skills, defensiveness in supervision, and lack of insight. Typical remedial methods included referral to personal therapy, increased supervision, and repetition of practicum or extension of internship. CONCLUSIONS: Issues regarding trainees with SPCP are frequently addressed by academic and internship program directors. Improving clarity within professional guidelines and establishing more rigorous and consistent standards across training programs are recommended.

Factors influencing job satisfaction of new graduate nurses participating in nurse residency programs: a systematic review.

Nurse residency programs are designed to increase competence and skill, and ease the transition from student to new graduate nurse. These programs also offer the possibility to positively influence the job satisfaction of new graduate nurses, which could decrease poor nursing outcomes. However, little is known about the impact of participation in a nurse residency program on new graduate nurses' satisfaction. This review examines factors that influence job satisfaction of nurse residency program participants. Eleven studies were selected for inclusion, and seven domains influencing new graduate nurses' satisfaction during participation in nurse residency programs were identified: extrinsic rewards, scheduling, interactions and support, praise and recognition, professional opportunities, work environment, and hospital system. Within these domains, the evidence for improved satisfaction with nurse residency program participation was mixed. Further research is necessary to understand how nurse residency programs can be designed to improve satisfaction and increase positive nurse outcomes.

Beyond survival: fostering growth and innovation in doctoral study--a concept analysis of the Ba space.

PURPOSE: This concept analysis examines the Ba space in the context of interdisciplinary doctoral study in nursing and healthcare innovation in a minimal residency program. The authors identified Ba in their small, highly diverse, self-selected doctoral study group and believe Ba is an educational innovation that will prove useful to nursing and healthcare educators. BACKGROUND: Ba originates from Japanese philosophy and is foundational to the birth and sustainment of environments fostering knowledge creation. Ba manifests in complex environments where participants are emotionally invested and relies on the tacit knowledge of each participant, allowing for synthesis of rationality and intuition. METHOD: Walker and Avant's concept analysis methodology will explore Ba's centrality to interdisciplinary education. Ba's utility and application in fostering innovation in doctoral study will be illustrated. SIGNIFICANCE: Ba is a true educational innovation, enriching learning environments promoting interdisciplinary collaboration. Ba permits each member a voice and fosters a safe environment where relationships are created and sustained.

Registered nurse perceptions after implementation of a nurse residency program.

Nurse residency programs (NRPs) are an effective mechanism for transitioning newly licensed registered nurses (NLRNs) to practice. No studies have investigated how experienced nurses view NLRN performance after NRPs. The purpose of this quality initiative was to identify experienced nurses' satisfaction with NLRN proficiency before and after implementation of an NRP using the Nursing Practice Readiness Tool. Findings indicate that experienced nurses are more satisfied with the performance of NLRNs after the new nurse participated in an NRP.

Lessons learned from 10 years of research on a post-baccalaureate nurse residency program.

OBJECTIVES: The aim of this study was to examine outcomes from 10 years of research on a post-baccalaureate new graduate nurse residency program and to report lessons learned. BACKGROUND: Transition to practice programs are recommended by the Future of Nursing report, the Carnegie Foundation study, the Joint Commission, and the National Council of State Boards of Nursing. METHODS: Data from new graduate residents who participated in the University HealthSystem Consortium/American Association of Colleges of Nursing residency from 2002 through 2012 are presented. Analysis of variance results from the Casey-Fink Graduate Nurse Experience Scale and outcomes from the graduate nurse program evaluation instrument are provided. RESULTS: Retention rates for new graduates in the residency increased considerably in the participating hospitals. Residents' perception of their ability to organize and prioritize their work, communicate, and provide clinical leadership showed statistically significant increases over the 1-year program. CONCLUSION: The recommendations for new graduate nurse residency programs are supported by the findings.

Perceptions of the incorporation of health literacy in pharmacy training programs.

OBJECTIVES: To assess pharmacy residents' perceptions regarding the incorporation of health literacy in pharmacy school and pharmacy residency training and to assess confidence while interacting with patients of limited health literacy. DESIGN: Prospective cross-sectional study. SETTING: United States from March to May 2012. PARTICIPANTS: Postgraduate year (PGY)1 and -2 pharmacy residents and pharmacy residency program directors. INTERVENTION: Online survey. MAIN OUTCOME MEASURE: PGY1 and -2 resident perceptions of health literacy incorporation into pharmacy school and residency training. RESULTS: 939 surveys were completed. Residents agreed that their pharmacy school training encouraged the development of health literacy skills ( P < 0.001) and made efforts to improve health literacy awareness ( P < 0.001) significantly more than their PGY1 programs. In addition, they felt significantly more confident in their ability to communicate with patients with limited health literacy after their pharmacy school training compared with during or following PGY1 residency training ( P < 0.001); however, no difference was found regarding confidence in identifying patients of limited health literacy. CONCLUSION: PGY1 residency programs lag behind the efforts of schools of pharmacy to incorporate the health literacy training essential to encountering patients of limited health literacy. Future studies should assess whether these perceptions reflect true health literacy awareness and management among pharmacy residents.

Creating innovative clinical nurse leader practicum experiences through academic and practice partnerships.

INTRODUCTION: The new Clinical Nurse Leader (CNL) nursing role was developed to meet the complex health care needs of patients, families, and health care systems. CASE PRESENTATION: This article describes the process used by nurse leaders at the University of Alabama at Birmingham School of Nursing and Hospital to develop Model C CNL practicum courses, recruit and prepare clinical preceptors, prepare clinical microsystems for CNL students, and develop additional practice partnerships throughout the region. MANAGEMENT AND OUTCOME: Critical to the success of the CNL role is a dynamic partnership between academic and practice leaders.The partnership allows faculty to develop curricula that are relevant and responsive to the rapidly changing health care system. Clinical leaders become more aware of trends and issues in nursing education. DISCUSSION: Continued growth and success of the CNL role is largely dependent on the ability of faculty and practice partners to collaborate on innovative educational programs and models of care delivery.

Engaging undergraduate nursing students in research: the students' experience of a summer internship program pilot project.

Educators continue to struggle with ways to foster an interest in and a passion for nursing research among undergraduate students. The purpose of this article is to describe the introduction of undergraduate student internships at the Manitoba Centre for Nursing and Health Research, Faculty of Nursing, University of Manitoba, as an innovation in education that allowed students to be employed while engaging them in student learning, scientific inquiry, and scholarship through one-to-one faculty-student research mentorships. In this article, the key components of the summer internship program are described, along with five nursing students' experiences of their participation in the program.

Bringing the Institute of Medicine's report to life: developing a Doctor of Nursing Practice orthopedic residency.

The increasing number of Americans needing orthopedic health care is a growing concern given the aging population and the diminishing pool of primary and specialty care physicians. In a call to action, the Institute of Medicine's report, The Future of Nursing, advocates for innovative solutions, including the transformation of nursing education and practice, to meet the health care needs of our nation. Preparing nurse practitioners to fill this gap through the development of an orthopedic residency option within the Doctor of Nursing Practice (DNP) degree can fulfill this need. The logic model can serve as a guide to develop and evaluate such a program. The alignment between the American Association of Colleges of Nursing's DNP Essentials and the resources, curriculum, outcomes, and impact of an orthopedic residency is described so similar programs can be established to improve the access to orthopedic care by doctorally prepared nurse practitioners.

SAFETY: an integrated clinical reasoning and reflection framework for undergraduate nursing students.

Nurse educators can no longer focus on imparting to students knowledge that is merely factual and content specific. Activities that provide students with opportunities to apply concepts in real-world scenarios can be powerful tools. Nurse educators should take advantage of student-patient interactions to model clinical reasoning and allow students to practice complex decision making throughout the entire curriculum. In response to this change in nursing education, faculty in a pediatric course designed a reflective clinical reasoning activity based on the SAFETY template, which is derived from the National Council of State Boards of Nursing RN practice analysis. Students were able to prioritize key components of nursing care, as well as integrate practice issues such as delegation, Health Insurance Portability and Accountability Act violations, and questioning the accuracy of orders. SAFETY is proposed as a framework for integration of content knowledge, clinical reasoning, and reflection on authentic professional nursing concerns.

['Sandwich PhD': considerations for a successful experience abroad]. / Doutorado sanduíche: considerações para uma experiência de sucesso no exterior.

International PhD internship, named "Sandwich PhD" in Brazil is an opportunity to improve research abilities, to become known in academic area and to establish and/or increase work opportunities in an international context. In this article, we describe key factors regarding the planning and development of the "Sandwich PhD" as experienced by professors and students involved in the collaboration between the School of Nursing, University of São Paulo and Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Canada. We also present the participation of PhD students' network as an alternative to the "Sandwich PhD". An international experience, when well-planned and developed correctly, promotes students' personal and professional development and favors the internationalization of Brazilian graduate programs and research groups.