ABSTRACT
BACKGROUND: The global COVID-19 pandemic has created unprecedented challenges to the health care workforce. Little is known about the effect of the pandemic on new RNs and their preparedness for such a crisis. This study explored the lived experiences of RNs transitioning from students to professionals during the pandemic. METHOD: Semistructured interviews were conducted with 15 new RNs working in acute care facilities during the Maryland COVID-19 State of Emergency. RESULTS: Three themes were identified to describe the experiences of new nurses transitioning to practice in the midst of the COVID-19 pandemic: uncertainty, vulnerability, and resilience. CONCLUSION: New nurses need greater support during transition to practice. Initiatives to improve trusting relationships between new nurses and their organizations and support of the development of essential relationships (e.g., peers, frontline management, and educators) could enhance new nurses' resilience and commitment to stay with the organization. [J Contin Educ Nurs. 2021;52(6):294-300.].
Subject(s)
COVID-19/nursing , Clinical Competence , Critical Care Nursing , Nurse's Role/psychology , Nursing Staff, Hospital/education , Nursing Staff, Hospital/psychology , Professional Role/psychology , Adult , Female , Humans , Male , Maryland , Pandemics , Qualitative Research , SARS-CoV-2 , Young AdultABSTRACT
BACKGROUND: The use of various textbook and testing options for nursing education presents opportunities and challenges for nurse educators and students. The use of computer adaptive testing enables students to study material, quiz themselves on that material, and increase their levels of content mastery. The purpose of this study was to describe the effect of one computer adaptive testing program into a course that combined pathophysiology and pharmacology in a baccalaureate prelicensure nursing program. METHOD: A retrospective correlational design was used to explore the relationships between (a) computer adaptive quizzing, (b) quiz completion, (c) mastery of content, and (d) a standardized, computer-based pathophysiology examination. RESULTS: Positive correlations were found between (a) quizzes completed and mastery level (r = .605, p < .001), (b), quizzes completed and standardized test scores (r = .349, p = .020), (c) number of questions completed and mastery level (r = .636, p < .001), (d) questions completed and standardized test scores (r = .365, p = .015), and (e) higher mastery levels and standardized test scores (r = .400, p = .007). CONCLUSION: Computer adaptive quizzing provides students with opportunities to improve content mastery and provides more experience with computer-based testing. [J Nurs Educ. 2021;60(3):155-158.].
Subject(s)
Computers , Education, Nursing , Educational Measurement , Pathology , Pharmacology, Clinical , Education, Nursing/methods , Humans , Pathology/education , Pharmacology, Clinical/education , Retrospective Studies , Students, NursingABSTRACT
The concept of the "whole community" involves including everyone in the community in preparing for emergencies, including members of often-overlooked groups. Deaf people who sign are one example of this type of group. An innovative model based on the whole community approach, Emergency Preparedness with People Who Sign (EPPS), is introduced in this article. This model focuses on members of the deaf community directly training first responders using a variety of techniques for effective communication and cultural understanding to achieve safety for all. This model was developed and field tested by a university Deaf Studies program through student service-learning activities and faculty involvement including on-site role-playing. Through the reciprocal awareness training for both professionals and community members, deaf individuals become actively empowered to participate in developing culturally and linguistically sensitive public safety services. Response to the concurrent training of first responders and deaf community members has been positive, and it is hoped that this model can be replicated with deaf people and first responders in other locations, as well as with other often-overlooked groups.
Subject(s)
Civil Defense/organization & administration , Cultural Competency , Emergency Responders/education , Persons With Hearing Impairments , Sign Language , Communication , Emergencies , Humans , Models, Organizational , Residence CharacteristicsABSTRACT
A university partnered with community agencies to include children and parents in a mass casualty full scale exercise on an academic campus. Nursing undergraduate students provided care to students in a multidisciplinary environment that involved hundreds of victims and health care personnel. One graduate nursing student worked with a youth theater group to provide disaster preparedness education to the children, culminating in their participation in the disaster exercise. Parents reported that the exercise was positive, that they would participate again, and that their children enjoyed the experience.
Subject(s)
Cooperative Behavior , Disaster Planning/methods , Education, Nursing, Graduate/methods , Patient Simulation , Students, Nursing , Adolescent , Adult , Child , Emergencies , Female , Hospitals, University , Humans , Male , Parents , Pediatrics/education , Total Quality ManagementABSTRACT
Psychiatric patients are now known to have disproportionately high cardiovascular disease mortality rates. Today's nurse needs more knowledge to manage the care of the psychiatric-cardiac patient. This paper uses a case scenario to cite essential components of care. Psychiatric-cardiac events are explained using a conceptual model. The model provides the nurse with a template for identifying needs and mapping the changes observed through therapy. The paper serves as an organizing tool for clinical practice and a case presentation for continued education of nurses.
