Competency-based education in transitioning nurse practitioner students from education into practice.

Competency-based education (CBE) provides a framework for nursing programs including those educating nurse practitioners (NPs). The basic assumption of CBE is that the student will demonstrate acquisition of the identified essential knowledge, skills, and attitudes expected for the designated educational process before leaving the learning environment. The work done to date in developing competencies and progression indicators provides the critical basis to move toward a common language and clear expectations for the continuum of linear progression of proficiency. Entrustable professional activities (EPAs) are built on competencies and stated as measurable activities that providers can be expected to do, at varying levels of competence or trust or supervision, and allow the faculty member, preceptor, or supervisor to make decisions as to what teaching methods and level of supervision are needed. Numerous methods are used to measure competency in clinical skill knowledge, performance, and practice readiness including clinical preceptor feedback, objective structured clinical examination, and simulation, just to name a few. NP programs continue to struggle with the education practice gap between theory and the actual provision of care. The discussion about novel and reliable methods for measurement of competencies must address the strategic importance of a consensus about when, where, and how students can obtain the appropriate amount and type of experience and supervision required in the transition to independent practice. There is also a significant need for processes and standardized guidelines that can contribute to EPA development.

Diagnosis and Treatment of Genitourinary Syndrome of Menopause.

Genitourinary syndrome of menopause (GSM), formerly referred to as vulvovaginal atrophy or atrophic vaginitis, is a common chronic condition that requires a collaborative treatment plan between a health care provider and a woman to relieve symptoms and improve quality of life. Many women are not aware that symptoms can be controlled with treatment. Current treatment options approved for GSM include vaginal moisturizers, lubricants, and hormones. For women with GSM symptoms that are unresponsive to nonhormonal therapy, low-dose vaginal estrogen therapy is the preferred pharmacologic treatment. Clinicians should be trained to routinely ask appropriate questions during the history to elicit sufficient information to assess for GSM. Physical examination findings may further confirm suspicion of GSM.

Common Sexually Transmitted Infections in Women.

The spread of sexually transmitted infections (STIs) remains a significant public health issue in the United States. Social, economic, and behavioral implications affecting the spread of STIs have been identified. The most important social factor in the United States is the stigma associated with discussing sex and STI screening. In this article, specific recommendations for women are included regarding screening, diagnosing, and treating common vaginal and cervical infections. Screening women for infections of the vagina and cervix is essential because untreated infections may result in complications that have current and long-term health consequences and impact quality of life.

Prevention and Treatment of Injuries and Infections Related to Pubic Hair Removal.

The 21st century has witnessed an increasingly prevalent trend of women removing their pubic hair. Body hair removal norms have changed significantly over the past several decades. Regardless of the motivation or technique behind pubic hair grooming, this trend is presenting a unique challenge for health care professionals with regard to health education about safe removal and treatment for associated injuries and infections. To provide appropriate education to women, nurses and other clinicians should be familiar with cultural norms, motivations, expectations, methods, dangers, best practices, and treatment options. They should be comfortable discussing grooming practices with women and be prepared to provide guidance on best practices. Women should also be made aware that pubic hair removal may put them at increased risk for transmission of sexually transmitted infections.

Skin Care for Women.

Women are inundated with advertisements for products promising younger-looking, healthier skin. The truth is that many of these products can be expensive and produce results that do not live up to the claims. Health care providers can educate women about proven best practices and how to evaluate products' claims of benefits. The best advice is that a well-balanced diet, adequate hydration, use of a topical moisturizer, protection from the sun, and avoiding smoking and tobacco are the most effective measures to not only healthy skin but a healthful life.

Improving communication in distance-accessible advanced practice nursing courses via instructor presence.

By using principles of instructor presence, faculty of distance-accessible nursing courses can foster a climate of learning that supports student achievement and provides role modeling for communication. Faculty used principles of instructional design, facilitation of student discourse, and clear direct instruction to improve the learning experiences of approximately 300 graduate nursing students taking part in a health assessment course. Specific suggestions for faculty that take place before and throughout the semester are offered.

Effect of an educational intervention on cardiovascular disease risk perception among women with preeclampsia.

OBJECTIVE: To promote knowledge and awareness about cardiovascular disease (CVD) among women with recent preeclampsia so that this population may develop more accurate perceptions of their personal CVD risk. DESIGN: An exploratory single group, pretest/posttest educational intervention study. SETTING: Telephone-based interviews. PARTICIPANTS: Sixty-four women with preeclampsia in the most recent pregnancy completed the study. The sample was predominately African American. METHODS: Knowledge about CVD and the study covariates (age, race, parity, income, marital status, education, and history of previous preeclampsia) were measured prior to CVD education. Levels of CVD risk perception were measured both before and after the CVD educational intervention. INTERVENTION: Structured CVD education by telephone. RESULTS: After CVD education, levels of CVD risk perception were significantly higher than at baseline. CONCLUSION: As an intervention, CVD education provided by telephone served as a practical and effective approach to contact postpartum women with recent preeclampsia and demonstrated effectiveness in increasing perception of CVD risk.