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J Interprof Care ; : 1-8, 2018 Dec 25.
Artículo en Inglés | MEDLINE | ID: mdl-30585089


Four health professions schools at an academic health science university and a partner state university collaborated to develop the Interprofessional Care Access Network (I-CAN), a model of healthcare delivery and interprofessional education that addresses the Triple Aims for vulnerable populations in three underserved neighborhoods. Program goals were achieved through community-based partnerships and the development of a health-care workforce prepared for competent practice in emerging models of care. In the first three years, almost 600 nursing, medicine, dentistry, and pharmacy students worked with clients referred from community partners, providing interprofessional care coordination addressing life instability and social determinants of health. The evaluation has demonstrated substantial improvement of health-related outcomes for clients who began in the first three years of the program and specifically those who completed intake and follow-up documentation (N = 38). There were substantial reductions in the aggregate number of emergency department visits, emergency medical service calls, and hospitalizations when compared to the 6 months prior to starting I-CAN. Estimated cost savings for the 38 clients, based on minimal estimated costs for these indicators alone, were over $224,000. A three-year qualitative review of client progress notes indicated that as a result of interprofessional student team interventions, many clients improved access to health insurance and primary care, and stabilized housing. Since the evaluation was completed, three programs have been added in rural and urban communities, demonstrating the model is scalable and replicable.

J Contin Educ Nurs ; 46(12): 563-71, 2015 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-26641154


Assessing newly hired nurses' readiness for practice is critical for safe practice and the quality care of patients; therefore, hospitals need effective assessment strategies to promote clinical judgment development. One large medical center hospital developed a process to assess new hires' clinical judgment, using case studies. This article describes the assessment process and reports findings from a retrospective analysis of the clinical judgment competency of the participants. The findings suggest that more orientation time and experience are needed for less-experienced nurses (<3 years) and experienced nurses who have not practiced in acute care. The research concludes that practice and academic educators must work more closely for a smoother transition of novice nurses into practice.

Competencia Clínica/normas , Toma de Decisiones , Evaluación del Rendimiento de Empleados/métodos , Capacitación en Servicio/organización & administración , Juicio , Personal de Enfermería en Hospital/normas , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Estudios Retrospectivos
Nurse Educ ; 40(1): 26-30, 2015.
Artículo en Inglés | MEDLINE | ID: mdl-25290964


To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, end-of-term narrative reflections from 34 students were analyzed over the course of the 15-month program. Using thematic analysis, 4 major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with health care team and systems of care, and expanding clinical thinking.

Bachillerato en Enfermería , Rol de la Enfermera/psicología , Identificación Social , Estudiantes de Enfermería/psicología , Prestación de Atención de Salud/organización & administración , Femenino , Humanos , Relaciones Interpersonales , Masculino , Relaciones Enfermero-Paciente , Grupo de Atención al Paciente/organización & administración , Estudiantes de Enfermería/estadística & datos numéricos , Pensamiento
Nurs Educ Perspect ; 35(2): 115-21, 2014.
Artículo en Inglés | MEDLINE | ID: mdl-24783728


AIM: The aim of this article is to summarize first-year students' (n = 908) experience during a nursing education redesign. BACKGROUND: Oregon Consortium for Nursing Education (OCNE) began its redesign of nursing education in 2000, long before the current national calls for nursing education reform. As OCNE moved from planning to implementation, a comprehensive evaluation of the students, the program, and curriculum ensued. METHOD: Data were collected from first-year nursing students each spring from 2007-2010 using a standardized survey instrument that included demographic, attitudinal, and opinion-based survey items. RESULTS: Results indicated fellow students, course lectures and interaction, and faculty and courses were rated areas of satisfaction. CONCLUSION: Areas needing improvement included advising and facilities, administration, quality of instruction and curriculum, and overall program effectiveness. Mean scaled and open-ended responses from each area are reported.

Bachillerato en Enfermería/organización & administración , Bachillerato en Enfermería/tendencias , Estudiantes de Enfermería/psicología , Adulto , Curriculum/tendencias , Dibenzocicloheptenos , Femenino , Humanos , Investigación en Educación de Enfermería , Oregon , Adulto Joven