ABSTRACT
This article is the first in a two-part series that explores how one large, integrated health care system swiftly responded to the emerging threat of Ebola virus disease. In this first article, the context and initial steps in planning staff education and training are outlined.
Subject(s)
Hemorrhagic Fever, Ebola/prevention & control , Infection Control/standards , Inservice Training , Computer-Assisted Instruction , Humans , New York City , Planning TechniquesABSTRACT
This article is the second in a two-part series that explores how one large, integrated health care system swiftly responded to the emerging threat of Ebola virus disease. In this second article, the educational and training activities that were developed are described.
Subject(s)
Delivery of Health Care, Integrated , Education, Nursing, Continuing/methods , Hemorrhagic Fever, Ebola/nursing , Infection Control Practitioners/education , Staff Development/methods , HumansABSTRACT
Across the country, integrated health care systems continue to emerge and expand. Large multifacility organizations can present both challenges and opportunities for nursing professional development and continuing education activities. This article will explore how one large multifacility system is addressing the varied learning needs of nursing staff across the enterprise.
Subject(s)
Cooperative Behavior , Creativity , Delivery of Health Care, Integrated/organization & administration , Education, Nursing, Continuing/organization & administration , Nursing Staff/education , Societies, Nursing/organization & administration , Humans , New YorkABSTRACT
The nursing professional development specialist has an increasing expectation to design and implement learning activities for professional nurses. These activities are critical in developing excellence in nursing practice. The purpose of this article is to demonstrate a step-by-step approach to the development of a continuing education program, using the nursing process as an organizing framework. This framework can be applied to the development of other continuing education programs as well.
Subject(s)
Certification/standards , Credentialing/standards , Education, Nursing, Continuing/standards , Licensure, Nursing/standards , Nursing/standards , Program Development , Clinical Competence , Educational Measurement , Educational Status , Humans , Learning , Models, Educational , North Carolina , Nursing Education Research , Staff DevelopmentABSTRACT
Concerns about the quality and safety of health care have changed practice expectations and created a mandate for change in the preparation of health care professionals. The Quality and Safety Education for Nurses project team conducted a survey to assess current levels of integration of quality and safety content in pre-licensure nursing curricula. Views of 195 nursing program leaders are presented, including information about satisfaction with faculty expertise and student competency development related to 6 domains that define quality and safety content: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. With competency definitions as the sole reference point, survey respondents indicated that quality and safety content was embedded in current curricula, and they were generally satisfied that students were developing the desired competencies. These data are contrasted with work reported elsewhere in this issue of Nursing Outlook and readers are invited to consider a variety of interpretations of the differences.
Subject(s)
Education, Nursing , Quality Assurance, Health Care , Safety Management , Curriculum , Faculty , Humans , Program Evaluation , Teaching/methods , United StatesABSTRACT
Teaching the highest quality and safest practice has long been a goal of faculty members in pre-licensure nursing education programs. This article will describe innovative approaches to integrating quality and safety content into existing clinical practica. The core competencies identified by the Quality and Safety Education for Nurses project--patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics--serve as the framework for the teaching/learning exercises. The strategies described require a shift in attention rather than changes in course content and can be included in any clinical rotation in an acute care setting.
Subject(s)
Education, Nursing , Quality Assurance, Health Care , Safety Management , Teaching/methods , Evidence-Based Medicine/education , Humans , Nursing Evaluation Research/education , United StatesABSTRACT
There is a renewed interest in and commitment to the strengthening of academic-service partnerships. This article will explore the developing relationship between the University of North Carolina at Chapel Hill School of Nursing and the University of North Carolina Hospitals--an example of a research university/academic medical center arrangement. The roles of academic and service leaders will be presented in terms of both the formation and maintenance of the partnership. The benefits for the various stakeholders will be presented.
Subject(s)
Academic Medical Centers/organization & administration , Interinstitutional Relations , Schools, Nursing/organization & administration , Cooperative Behavior , Faculty, Nursing/organization & administration , Humans , Leadership , Models, Educational , Models, Nursing , Models, Organizational , North Carolina , Nurse's Role , Nursing Staff, Hospital/education , Nursing Staff, Hospital/organization & administration , Organizational Objectives , Program Development , Program EvaluationABSTRACT
With a nursing shortage upon us, hospitals are seeking American Nurses Credentialing Center's Magnet designation as a way to recruit and retain staff. This article outlines the steps involved in achieving this prestigious award. Emphasis is placed on the role nursing staff development plays in fulfilling Magnet standards and participating in the application process.
