2021: The Year in Review.

This year was a challenge in so many ways! Yet, it offered nursing professional development practitioners opportunities to think creatively and collaboratively while implementing new and better ways of delivering education and professional development. This column looks at some of the more notable events of 2021 and how they impacted education and professional development. [J Contin Educ Nurs. 2021;52(12):545-548.].

Best of the 2021 ANCC PTAP Symposium: Create, Cultivate, Celebrate.

The American Nurses Credentialing Center (ANCC) Practice Transition Accreditation Program (PTAP) sponsors an annual symposium for participants to share in best practices across the globe. Due to COVID-19, the 2021 symposium was held virtually. With close to 700 participants, the ANCC PTAP team was challenged to provide an engaging virtual conference. This column speaks to the success of the symposium based on creating, cultivating, and celebrating best practices. [J Contin Educ Nurs. 2021;52(8):352-354.].

The Nursing Professional Development Role in Fostering Professional Development, Leadership, and Academic Progression for New Graduate Registered Nurses.

As the new graduate nurse transitions from academia to practice, they commit to lifelong learning to enhance their professional and personal growth. This article provides a comparison between bachelor of science in nursing and associate degree nursing nurses who participated in a multisite national nurse residency program between 2015 and 2019 in areas of professional development, leadership, and academic progression during their initial 3 years of practice. It also provides nursing professional development practitioners with strategies from two national experts to support new graduate nurses during early practice.

Moving Forward Together: What Hope, Efficacy, Optimism, and Resilience Tell Us About Generation Z.

Generation Z is entering the workforce, requiring nursing professional development (NPD) practitioners to consider their unique characteristics when planning ongoing professional learning. They are also entering the profession at a time when concerns for well-being and resilience are at an all-time high. This article compares psychological capital scores between generational cohorts and provides strategies for the NPD practitioner with the development and education of Generation Z nurses. [J Contin Educ Nurs. 2021;52(4):160-162.].

Nurse Residency Immersion: Moving From a Predetermined Length to Competency-Based Validation.

Structured, evidence-based nurse residency programs have been accepted as necessary for the successful transition of new graduate nurses, and the coordination of programs is a large part of the nursing professional development practitioner role. Using best practices, the nursing professional development practitioner determines the development and design of the nurse residency program, including identification of competencies, curriculum, clinical experiences, and residency length.

Diversity, Equity, and Inclusion: A Call to Action.

The year 2020 has been one of challenges and change. Nursing professional development practitioners are being called to action to purposefully address diversity, equity, and inclusion (DE&I). This article provides insight into how practitioners and administrators can work to create an environment of DE&I that starts with awareness and culminates in creating a nursing workforce and practice environment that reflects the values and beliefs of our profession. [J Contin Educ Nurs. 2021;52(2):57-60.].

Rapid Validation of Clinical Competencies in a Time of Crisis.

The coronavirus disease 2019 (COVID-19) pandemic has tasked health care organizations at all levels to respond to critical issues such as procuring personal protective equipment, initiating safety policies and procedures, and rethinking staffing needs. This article describes a program that was designed to focus on rapid competency validation for organizations who had to dial up staffing to meet the immediate demands of the health care crisis.

2020: The Year in Review.

When we look back on 2020, it is hard not to focus on the COVID-19 pandemic that has affected everything from nursing practice to world politics. Along with those challenges, there has been tremendous opportunity for nursing professional development change and growth. 2020 brought several key issues into play related to nursing continuing professional development. This article highlights many of these important issues. [J Contin Educ Nurs. 2020;51(12):537-540.].

COVID-19: Perspectives From Nurses Across the Country.

The COVID-19 pandemic that is sweeping across the globe has impacted all health care professionals in multiple ways. This article surveyed a cross-section of the nursing profession from across the United States from the ANCC Practice Transition Accreditation Program® and ANCC Commission on Accreditation in Practice Transition Program. The article summarizes how they responded to the pandemic, addressed challenges, and learned valuable lessons. [J Contin Educ Nurs. 2020;51(7):304-308.].

Welcome! The Importance of Socialization During Transition.

Socialization for the nurse in transition to a new unit, organization, or hospital system begins in the early stages of the onboarding process. The nursing professional development practitioner has an opportunity to provide activities and experiences that support socialization while the nurse in transition develops an understanding of the culture of the practice setting. [J Contin Educ Nurs. 2020; 51(5):200-202.].

Continuing Education as a Core Component of Nursing Professional Development.

Nursing professional development and continuing nursing education are often used interchangeably. However, there is a difference, and as educators we need to be able to speak to these differences. This article depicts the unique aspects of both and their valuable contributions to the profession of nursing. [J Contin Educ Nurs. 2020;51(1):6-8].

Tracking medical errors and near misses in the new graduate registered nurse.

This article provides a narrative that describes the current state of medical errors and near misses in the general health care setting and for new graduate registered nurses specifically. It then proposes a "wild idea" to create a national database for the reporting of errors that would act as a call to action to change our current reporting system to one of transparency and shared information for the purpose of creating needed education in both academic and practice settings.

2019 Continuing Education and Professional Development: Important Milestones.

This article provides an annual recap of key issues affecting continuing education and professional development during the past year. [J Contin Educ Nurs. 2019;50(12):534-536].

Creating the Optimal Clinical Learning Environment.

Hospitals, clinics, and community agencies serve as clinical learning environments (CLEs) for both health care professionals and students. To achieve the Quadruple Aim, the CLE must be optimized to support team-work, problem solving, and innovation. This article reviews the National Collaborative for Improving the Clinical Learning Environment initiative and provides implications for both academic and practice nursing education. [J Contin Educ Nurs. 2019;50(11):485-489].

The Construction and Validation of a Self-Efficacy Instrument for New Graduate Nurses in a Transition to Practice Program.

BACKGROUND AND PURPOSE: Transition to practice programs are an expectation for new graduate RNs and there is a need for quality outcome measures. The concept of self-efficacy was explored, and a tool developed, to identify the RN's belief regarding their capacity to perform select clinical competencies. The purpose of this study was to validate the psychometric properties of the Versant Self-Efficacy tool. METHODS: A cross-sectional analysis was conducted on data obtained between July 1, 2015, and December 31, 2016. The sample included 901 new graduate RNs at multisite locations. Reliability and validity of the tool was examined. RESULTS: The Versant Self-Efficacy tool demonstrated positive results for factor structure and internal reliability. CONCLUSION: The Self-Efficacy tool has proven to be a robust, psychometrically sound tool to measure the self-efficacy of new graduate RNs.

Will New Graduate Nurse Residencies Be a Mandate of the Future?

Nursing professional development (NPD) and continuing education (CE) administrators are constantly prioritizing where they put their energy and resources. With the American Academy of Nursing (AAN) policy brief recommending mandatory nurse residency programs and Maryland taking the lead as an early adopter through collaboration (not mandate), it is important that NPD and CE practitioners and administrators are aware of the current landscape in the area of new graduate RN transition to practice. [J Contin Educ Nurs. 2019;50(8):341-344].

Nursing Professional Development and Continuing Education in 2019: Organization, Assessment, and Evaluation.

The Administrative Angles column focuses on the practical aspects of continuing education and professional development administration. At the start of 2019, this column reflects on the organization, assessment, and evaluation needed to ensure successful professional development and continuing education programs. [J Contin Educ Nurs. 2019;50(1):6-8.].

2018 in Continuing Education and Professional Development: Important Milestones.

The year 2018 has provided continuing development of, and forward thinking in, key areas of continuing education and nursing professional development. This article identifies six issues that played a significant role in 2018. [J Contin Educ Nurs. 2018;49(12):540-542.].

The Married State Approach to Precepting.

Preceptor role development, support, and recognition are critical elements of a successful preceptor program. The Married State Preceptorship Model was developed to enhance the transition experience for both preceptor and preceptee. This article provides an overview of the married state approach in precepting to increase participant engagement, thus supporting the RN's transition experience. J Contin Educ Nurs. 2018;49(11):514-518.