Weathering the Storm of Uncertainty: Transitioning Clinical Specialties as an Experienced Nurse.

BACKGROUND: Changing jobs is very stressful for new and experienced nurses alike. However, the focus is usually placed on new graduate nurses. Processes that experienced nurses who transition clinical specialties (new-to-setting nurses) undertake are absent from the literature, threatening negative outcomes. METHOD: Constructivist grounded theory guided discovery of the transition process for new-to-setting nurses, and a trustworthiness protocol was used to augment rigor. RESULTS: Experienced nurses who transitioned clinical specialties shared their experiences via 11 in-depth interviews, resulting in the middle range theory: weathering the storm of uncertainty. Nurses detached, encountered uncertainty, and established practice and place as they changed specialties. Nurses continuously handle change, but as they weather such storms, they can not only survive but also thrive. CONCLUSION: This framework provides a structure for nurse leaders (e.g., staff development professionals) as they support experienced nurses at times of change. These leaders can help nurses to successfully navigate changes to improve the safety, quality, and outcomes of health care. [J Contin Educ Nurs. 2021;52(10):471-481.].

Generation Z Students in the Online Environment: Strategies for Nurse Educators.

BACKGROUND: Student enrollment in online learning is increasing. Generation Z students are now enrolled in higher education, including in online nursing courses. Faculty teaching in the online environment should consider best practices and learner characteristics to address the needs of this student generation. PROBLEM: Generation Z students prefer independent learning while still being socially connected to peers. Although this generation of students is comfortable with technology, their unique traits may create challenges for nurse educators teaching in online settings. APPROACH: This article provides strategies for nurse educators teaching Generation Z students in online learning environments. Ways to foster student engagement, stimulate intellectual development, and build rapport with students, while considering characteristics specific to this generation of learners, are offered. CONCLUSION: Online learning continues to develop as a means for educating nursing students. Using strategies for best online teaching practices while considering learner attributes will help students and educators be successful.

Nursing Faculty Roles in Prelicensure Baccalaureate Clinical Preceptorships.

ABSTRACT: Preceptorships, or use of experienced staff nurses (preceptors) to provide individualized guidance for nursing student learning in clinical settings, offer an alternative to the traditional clinical education approach where faculty work with groups of students. As faculty roles in implementing preceptorships are not well understood, a descriptive qualitative design was used to determine how faculty view their role. Themes and subthemes emerging from nine semistructured interviews revealed that faculty have various roles in preparing, maintaining, and evaluating preceptorships. Faculty also verbalized that they facilitate the transition from student to professional nurse during preceptorships.

Should we use preceptorships in undergraduate nursing education?

BACKGROUND: Clinical learning experiences are the cornerstone of undergraduate nursing education as they allow students to apply theory to practice and help them develop as competent practitioners who are prepared for the realities of diverse, complex, and ever-changing practice environments. PROBLEM: The traditional clinical teaching model, where small groups of students work with educators who are on-site facilitating learning, has numerous issues and thus there have been calls for reform. This Creative Controversy focuses on one reform option, the alternative clinical teaching model of preceptorships, which has gained popularity in recent years. APPROACH: Current evidence surrounding preceptorships in undergraduate education was examined and critiqued. CONCLUSION: Despite their popularity, there is a lack of robust evidence surrounding preceptorships and the motivations for using this model remain questionable. Future study is needed so preceptorships are implemented according to evidence-based teaching practices and not clouded by inappropriate motivations. The author challenges readers to question their practices and work to positively contribute to the science and practice of nursing education.

Analyzing Use of the Graduate Record Examinations® General Test in Doctoral Nursing Education: Start, Stop, Continue, or Modify?

AIM: The purpose of this study was to analyze uses of the Graduate Record Examinations® (GRE) General Test in doctoral nursing education. BACKGROUND: Doctoral study is a costly (time, money, resources, effort) investment for both students and institutions alike, and it is imperative students who are likely to succeed are admitted. Admission criteria such as the GRE General Test must be examined for appropriate use and necessity. METHOD: Literature regarding uses of the GRE General Test in doctoral nursing education was analyzed versus GRE General Test publisher evidence-based uses and guidelines while considering test psychometrics. RESULTS: Although the GRE General Test is widely used in doctoral nursing program admissions, it appears it is often not used according to evidence-based guidelines or uses. Notably, crucial self-validations are infrequent. CONCLUSION: Self-validations are essential when determining if doctoral nursing programs should start, stop, continue, or modify their use of the GRE General Test. Admission criteria analyses may help streamline admission processes and remove some unnecessary costs in doctoral education.

What Joanna Would Have Wanted.

To help health care proxies with end-of-life decisions, ask about patients' former selves.

New-to-Setting Nurse Transitions: A Concept Analysis.

New graduate nurses transitioning to practice have gained significant attention and dedicated resources. Less obvious are the transitions experienced nurses make to new settings or specialties during their careers. Experienced nurses still need support as they make these adjustments. This article explores the concept of nurse transition and specifically analyzes the concept of new-to-setting nurse transition. Nursing professional development practitioners and others can support experienced nurses through the challenges of new-to-setting transitions.