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1.
Soins ; 66(853): 43-45, 2021 Mar.
Artículo en Francés | MEDLINE | ID: mdl-33775303

RESUMEN

In the context of the rebuilding of the emergency services a new health care provider has been identified to reorganize emergency medicine in order to meet the expectations of the population, institutions and professionals. The nurse in advanced practice with extended skills must be able to fit into a pre-existing organization, in collaboration with the actors already present, but also represent an innovative care offer with regard to intra-hospital and pre-hospital needs as well as in terms of regulation. Student proposals.


Asunto(s)
Enfermería de Práctica Avanzada , Actitud , Enfermería de Urgencia , Estudiantes de Enfermería , Enfermería de Práctica Avanzada/educación , Enfermería de Urgencia/tendencias , Predicción , Humanos , Estudiantes de Enfermería/psicología
2.
J Nurs Adm ; 51(4): 227-231, 2021 Apr 01.
Artículo en Inglés | MEDLINE | ID: mdl-33734183

RESUMEN

This case study describes how an innovative, triple-win, academic-practice partnership model can be used to deepen the clinical expertise of advanced practice registered nurse (APRN) students and improve rural Americans' access to quality patient care. It features the experience and strategies used by a school of nursing and a local rural hospital system collaborating to provide clinical experiences for APRN students pursuing doctor of nursing practice degrees.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Bachillerato en Enfermería/organización & administración , Relaciones Interinstitucionales , Área sin Atención Médica , Población Rural/estadística & datos numéricos , Conducta Cooperativa , Humanos , Maryland , Evaluación de Necesidades , Investigación en Educación de Enfermería , Estudiantes de Enfermería/estadística & datos numéricos
3.
J Nurs Educ ; 59(9): 514-517, 2020 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-32865585

RESUMEN

BACKGROUND: The COVID-19 global pandemic brought mandatory shelter-in-place orders, disrupting traditional face-to-face teaching methods for advanced practice fellowship programs nationally, creating a challenge for fellowship program directors to preserve curriculum using nontraditional methods. METHOD: Using a variety of both web-based and app-based virtual platforms, a nationally accredited fellowship program converted traditional in-seat learning modalities to elearning platforms using both synchronous and asynchronous education. RESULTS: Preliminary data indicate that knowledge acquisition and perceived fellow satisfaction are preserved despite the abrupt change to program delivery. Programmatic modifications were submitted to the American Nurse Credentialing Center for compliance and deemed as creative, innovative, and collaborative. CONCLUSION: Curriculum for advanced practice fellowship programs can be favorably converted to elearning using virtual platforms during a crisis. Through prompt reevaluation and restructuring, virtual platforms can replace in-seat didactic lectures, patient case studies, mentoring, and even simulation, while ensuring program continuation and compliance with accreditation standards. [J Nurs Educ. 2020;59(9):514-517.].


Asunto(s)
Enfermería de Práctica Avanzada/educación , Curriculum , Educación a Distancia/organización & administración , Becas/organización & administración , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Pandemias/prevención & control , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control
4.
Nurs Outlook ; 68(4): 494-503, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32561157

RESUMEN

BACKGROUND: In 2004, the American Association of Colleges of Nursing (AACN) called for all nursing schools to phase out master's-level preparation for advanced practice registered nurses (APRNs) and transition to doctor of nursing practice (DNP) preparation only by 2015. Today, five years after the AACN's deadline, nursing has not yet adopted a universal DNP standard for APRN practice entry. PURPOSE: The purpose of this paper is to examine the factors influencing the ability of nursing schools to implement a universal DNP standard for APRNs. METHODS: Deans from top-ranked nursing schools explore the current state of the DNP degree in the US. The authors draw upon their collective experience as national leaders in academic nursing, long-time influencers on this debate, and heads of DNP programs themselves. This insight is combined with a synthesis of the literature and analysis of previously unpublished data from the AACN on trends in nursing doctoral education. FINDINGS: This paper highlights issues such as the long history of inconsistency (in messaging, curricula, etc.) surrounding the DNP, certification and accreditation challenges, cost barriers, and more. The authors apply COVID-19 as a case study to help place DNP graduates within a real-world context for health system stakeholders whose buy-in is essential for the success of this professional transition. DISCUSSION: This paper describes the DNP's standing in today's professional environment and advances the conversation on key barriers to its adoption. Insights are shared regarding critical next steps to ensure national acceptance of the DNP as nursing's terminal practice degree.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Educación de Postgrado en Enfermería/organización & administración , Educación de Postgrado en Enfermería/normas , Facultades de Enfermería/organización & administración , Curriculum , Humanos , Investigación en Educación de Enfermería , Sociedades de Enfermería , Estados Unidos
5.
Nurse Pract ; 44(12): 50-55, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31764475

RESUMEN

Leaving the comfort zone of being an experienced RN for a new career as an inexperienced advanced practice registered nurse (APRN) is one of the greatest difficulties of the APRN transition to practice. Although this challenge is frequently discussed in the literature, progress in creating transition programs has been slow. To date, very few formal APRN residency or fellowship transition programs exist. Practicing APRNs can advocate for a formal transition program in their organizations.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Enfermería de Práctica Avanzada/organización & administración , Capacitación en Servicio/organización & administración , Humanos , Investigación en Evaluación de Enfermería , Preceptoría , Desarrollo de Programa , Estados Unidos
6.
PLoS One ; 14(11): e0224593, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31697730

RESUMEN

BACKGROUND: Advanced practice registered nursing (APRN) competencies exist, but there is no structure supporting the operationalization of the competencies by APRN educators. The development of a Mastery Rubric (MR) for APRNs provides a developmental trajectory that supports educational institutions, educators, students, and APRNs. A MR describes the explicit knowledge, skills, and abilities as performed by the individual moving from novice (student) through graduation and into the APRN career. METHOD: A curriculum development tool, the Mastery Rubric (MR), was created to structure the curriculum and career of the nurse practitioner (NP), the MR-NP. Cognitive task analysis (CTA) yielded the first of the three required elements for any MR: a list of knowledge, skills, and abilities (KSAs) to be established through the curriculum. The European guild structure and Bloom's taxonomy of cognitive behaviors provided the second element of the MR, the specific developmental stages that are relevant for the curriculum. The Body of Work method of standard setting was used to create the third required element of the MR, performance level descriptors (PLDs) for each KSA at each of these stages. Although the CTA was informed by the competencies, it was still necessary to formally assess the alignment of competencies with the resulting KSAs; this was achieved via Degrees of Freedom Analysis (DoFA). Validity evidence was obtained from this Analysis and from the DoFA of the KSAs' alignment with principles of andragogy, and with learning outcomes assessment criteria. These analyses are the first time the national competencies for the NP have been evaluated in this manner. RESULTS: CTA of the 43 NP Competencies led to seven KSAs that support a developmental trajectory for instruction and documenting achievement towards independent performance on the competencies. The Competencies were objectively evaluable for the first time since their publication due to the psychometric validity attributes of the PLD-derived developmental trajectory. Three qualitatively distinct performance levels for the independent practitioner make the previously implicit developmental requirements of the competencies explicit for the first time. DISCUSSION: The MR-NP provides the first articulated and observable developmental trajectory for the NP competencies, during and beyond the formal curriculum. A focus on psychometric validity was brought to bear on how learners would demonstrate their development, and ultimately their achievement, of the competencies. The MR-NP goes beyond the competencies with trajectories and PLDs that can engage both learner and instructor in this developmental process throughout the career.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Competencia Clínica , Aprendizaje , Enfermeras Practicantes/educación , Adulto , Curriculum/normas , Femenino , Humanos , Masculino , Estudiantes , Adulto Joven
7.
J Med Libr Assoc ; 107(4): 508-514, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31607808

RESUMEN

Introduction: The increasing popularity of distance education has led many advanced practice nursing (APN) programs to shift to either online or hybrid models. To meet the needs of these students, some nursing librarians are using technology for virtual research and instruction. This study was designed to assess the extent to which librarians in North America are providing virtual research and instruction services for APN students. Methods: An institutional review board-approved, ten-question survey was developed to determine how librarians are providing services for APN students. It was announced in October 2017 through several health sciences librarian email discussion lists. The survey ran for four weeks. Data were analyzed using Qualtrics and Excel. Results: Eighty complete responses were received. The majority of respondents (66%) indicated that their universities' APN programs were conducted in a hybrid format. Sixty-seven percent also indicated that they provide library instruction in person. Most librarians indicated that they have provided research assistance through some virtual method (phone or email, at 90% and 97%, respectively), and some have used online chat (42%) and video chat (35%). A strong majority of librarians (96%) indicated that they felt comfortable using technology to provide research assistance and instruction. Conclusion: Opportunities exist to leverage technology to provide virtual research assistance and instruction. Greater promotion of these alternative methods can supplement traditional in-person services to provide greater flexibility for graduate nursing students' busy schedules. Some outreach may be necessary to highlight the advantages of virtual services, and further research is needed to identify other barriers and potential solutions.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Educación a Distancia/organización & administración , Almacenamiento y Recuperación de la Información/métodos , Bibliotecas Médicas/organización & administración , Estudiantes de Enfermería/estadística & datos numéricos , Curriculum/normas , Humanos , América del Norte , Evaluación de Procesos y Resultados en Atención de Salud/organización & administración
9.
Enferm Clin ; 29(6): 328-335, 2019.
Artículo en Inglés, Español | MEDLINE | ID: mdl-31640941

RESUMEN

OBJECTIVE: To analyse the distribution of advanced competences in specialist nurses and advanced practice nurses and to evaluate their association with some characteristics of their professional profile. METHOD: Multicentre analytical cross-sectional study. Nurses who worked as advanced practice nurses and specialist nurses were included. Their level of perceived advanced competences was measured, as well as sociodemographic and professional characterization variables. RESULTS: A total of 277 nurses participated (149 practised as advanced practice nurses and 128 as specialists), with an average of 13.88 (11.05) years as a specialist and 10.48 (5.32) years as an advanced practice nurse. In the sample, 28.8% had a master's or doctorate level qualification, 50.2% worked in Primary Care, 24.9% in hospitals and 22.7% in Mental Health. The self-perceived global level was high in the different competences, the lowest dimensions being research, evidence-based practice, quality and safety management and leadership and consulting. The advanced practice nurses obtained a higher level of competence globally and in the dimensions of leadership and consulting, interprofessional relations, care management, and health promotion. There were no differences based on experience or possession of a master's degree or doctorate. In the advanced practice nurses, the practice context did not influence competence levels, although in the specialist nurses it did, in favour of those practicing in Mental Health. CONCLUSIONS: Specialist and advanced practice nurses have different competences that should be adequately managed for the development of advanced and specialist nursing services.


Asunto(s)
Enfermería de Práctica Avanzada/estadística & datos numéricos , Competencia Clínica/estadística & datos numéricos , Especialidades de Enfermería/estadística & datos numéricos , Enfermería de Práctica Avanzada/educación , Estudios Transversales , Escolaridad , Femenino , Humanos , Masculino , Persona de Mediana Edad , Personal de Enfermería en Hospital/estadística & datos numéricos , Enfermería de Atención Primaria/estadística & datos numéricos , Enfermería Psiquiátrica/estadística & datos numéricos , Especialidades de Enfermería/educación , Factores de Tiempo
10.
Nurs Older People ; 31(3): 22-27, 2019 May 23.
Artículo en Inglés | MEDLINE | ID: mdl-31468787

RESUMEN

Although there is a long history of advanced nursing practice in the UK, without registration it is difficult to ensure that all staff who regard themselves as advanced practitioners have the necessary clinical acumen. This article explores how a capability-based training programme was developed for one advanced nurse practitioner (ANP) in the care of older people in a community healthcare NHS trust. It also considers whether the programme could be replicated for other clinicians wishing to train for a specific advanced practice role. The programme was developed as part of a service improvement project and used work-based practice to identify the clinician's learning needs. Various learning tools were used and the trainee ANP recorded their development in a portfolio of work including reflections and clinical summaries. The main direction for learning was through the use of a written programme guide that set out benchmarks to be achieved during the two-year programme. The trainee ANP met the requirements of the programme and was appointed to a senior ANP post at the end of the two years. There is merit in using a standardised capability-based training programme when developing advanced practitioners. Standardisation allows an organisation to ensure that advanced practitioners can provide an appropriate level of clinical practice to older patients with complex needs.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Educación Basada en Competencias/organización & administración , Educación en Enfermería/organización & administración , Enfermería Geriátrica/educación , Anciano , Humanos , Desarrollo de Programa , Medicina Estatal , Reino Unido
12.
Rev Lat Am Enfermagem ; 27: e3132, 2019 Jul 18.
Artículo en Portugués, Inglés, Español | MEDLINE | ID: mdl-31340339

RESUMEN

OBJECTIVE: this paper aims to describe the first phase of a project whose general goal was to develop a consensus-based set of advanced practice nurse competencies applicable to Latin American countries and, based on these competencies, produce an advanced practice nurse curricular prototype adapted to Latin American countries. The project was framed in a competency-based approach to advanced practice nursing education. The specific aims of the first phase of the project described in this paper were: 1) to identify a set of potential advanced practice nurse competencies that would serve as the template for Core Advanced Practice Nurse Competencies in Latin American countries and 2) to establish consensus for Core Advanced Practice Nurse Competencies in Latin American countries. METHOD: advanced practice nurse competencies were derived from a comprehensive review of published competencies and informed the development of a survey designed to assess the relevance of advanced practice nurse competencies in Latin American countries. The survey was distributed to nurse leaders and nurse educators. Data were analyzed using descriptive statistics. RESULTS: consensus for Core Competencies was established. CONCLUSION: the Core Advanced Practice Nurse Competencies presented can provide a structured framework to build educational programs aligned to the needs of the regional environment.


Asunto(s)
Enfermería de Práctica Avanzada/normas , Competencia Clínica/normas , Accesibilidad a los Servicios de Salud , Enfermería de Práctica Avanzada/educación , Educación en Enfermería/métodos , Humanos , América Latina , Pautas de la Práctica en Enfermería/normas , Encuestas y Cuestionarios
13.
Br J Nurs ; 28(13): 842-847, 2019 Jul 11.
Artículo en Inglés | MEDLINE | ID: mdl-31303043

RESUMEN

BACKGROUND: advanced clinical practitioners (ACPs) are expected to be competent in their holistic assessment and management of individuals, which includes those with both physical and mental health problems. A mental health component was introduced within a generic advanced practitioner programme to support the development of mental health skills required by advanced clinical practitioners in training (ACPiTs). AIMS: this research investigated the efficacy of content specific to mental health within an MSc ACP generic programme. METHODS: a single case study approach was adopted, which used a purposive sample of 10 ACPiTs to explore personal beliefs and experiences using semistructured interviews. Verbatim transcription was undertaken followed by content and thematic analysis. FINDINGS: Themes emerged included communication skills, and increased competence and self-awareness. CONCLUSION: insights provided by the ACPiTs showed they recognised the value of mental health teaching and exposure within their training programme in advancing their knowledge and skillset and, ultimately, increasing confidence in their clinical practice.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Competencia Clínica , Trastornos Mentales/enfermería , Comunicación , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Autoeficacia
14.
J Am Assoc Nurse Pract ; 31(12): 714-722, 2019 Dec.
Artículo en Inglés | MEDLINE | ID: mdl-31169783

RESUMEN

Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) persons account for 3.5% of the population. Nursing programs in the United States provide a median of 2.13 hours of formal content regarding LGBTQ health, which contributes to iatrogenic barriers to care. Patient experiences related to inadequate provider preparation include misguided treatment strategies, impedance of communication, and abuse. A pilot educational project was developed to provide advanced practice nursing (APRN) students meaningful clinical interactions with LGBTQ-identifying standardized patients (SPs) to better prepare them to care for LGBTQ patients with cultural humility. This project was determined to be Exempt by the Institutional Review Board at the University of Michigan. Implemented in an advanced health assessment course with 99 APRN students, components of the project included course readings, lecture content, laboratory activities, an SP experience, and both large and small debriefing sessions. The SP experience itself was a 15-minute clinical encounter with a patient presenting with "abdominal pain," with an emphasis on history-taking, communication, and cultural humility. Qualitative data analysis was performed using the constant comparison method to interpret the results from student evaluations and other written feedback. This pilot project has promise to inform future educational offerings and set the standard for LGBTQ health content and application for APRN students. Further research is needed to evaluate the quality of LGBTQ content in APRN curricula to improve the ability of APRN students to provide care to LGBTQ patients.


Asunto(s)
Enfermería de Práctica Avanzada/normas , Disparidades en Atención de Salud , Minorías Sexuales y de Género , Nivel de Atención , Adulto , Enfermería de Práctica Avanzada/educación , Anciano , Educación de Postgrado en Enfermería , Femenino , Humanos , Masculino , Michigan , Persona de Mediana Edad , Proyectos Piloto , Evaluación de Programas y Proyectos de Salud
15.
Pain Manag Nurs ; 20(3): 214-221.e3, 2019 06.
Artículo en Inglés | MEDLINE | ID: mdl-31101559

RESUMEN

BACKGROUND: Advanced practice registered nurses (APRNs) are essential partners in the management of pain, both in primary care and in pain specialty practices. One of the more controversial treatment practices surrounds the use of opioid analgesic medication for the relief of pain in persons with chronic pain. Although several guidelines have been developed, the extent and impact of APRN knowledge, attitudes, and values about pain management and opioid prescribing practices are not known. In addition, regulatory mandates may encumber APRN scope of pain management practice. AIMS: This manuscript describes the development and pilot testing of the Achieving Effective & Safe Opioid Prescribing-APRN (AESOP-APRN) Survey conceptualized to address these topics. DESIGN: Instrument development. PARTICIPANTS/SUBJECTS: Advanced practice registered nurses. METHODS: Phase I addressed development, content validity determination, and survey refinement. APRN-focused discussion groups, expert review, and analysis of content were conducted. In phase II, pilot testing was conducted to determine reliability. RESULTS: APRNs are aware of regulatory restrictions to practice and potential implications on patient outcomes. The Initial Content Validity Index suggested refinement of survey questions. After content revision, final ratings were acceptable. A sample of APRNs (N = 23) completed the survey. Cronbach's α range (.65-.91) suggests acceptable internal consistency for a new survey. CONCLUSIONS: Even at this initial phase, the newly developed AESOP-APRN Survey accurately represents the underlying thematic concepts of interest; however further psychometric analyses are required, and instrument refinement is possible. Additional study should include analysis of members from a variety of health care disciplines, as was the intention of the development of the Core Competencies for Pain Management from which many items were derived.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Prescripciones de Medicamentos/enfermería , Educación Continua en Enfermería/normas , Psicometría/normas , Enfermería de Práctica Avanzada/estadística & datos numéricos , Prescripciones de Medicamentos/estadística & datos numéricos , Educación Continua en Enfermería/métodos , Educación Continua en Enfermería/estadística & datos numéricos , Evaluación Educacional/métodos , Humanos , Epidemia de Opioides/estadística & datos numéricos , Epidemia de Opioides/tendencias , Proyectos Piloto , Psicometría/instrumentación , Psicometría/métodos , Reproducibilidad de los Resultados , Encuestas y Cuestionarios
16.
J Adv Nurs ; 75(9): 1966-1975, 2019 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-31087561

RESUMEN

AIMS: (a) To explore the meanings of master's education in the professionalization of nursing; and (b) to describe the core attributes that nurses gained through master's study. DESIGN: Narrative inquiry. METHODS: From June 2017 to June 2018, unstructured interviews were conducted with 12 master-prepared nurses at advanced nursing position with minimum 5 years of postregistration experience. Collaborative thematic narrative analysis was conducted on verbatim transcripts. Members checking, peer validation and audience validation assured verisimilitude and utility. RESULTS: There was a need to fit one's own assertion for professional growth in nursing career structure. Master's study equipped nurses with specialty skills and knowledge with enhanced reflexivity, which nurtured morality, problem-solving ability and capacity to collaborate inter-professionally. Master-prepared nurses demonstrated effective clinical leadership through acting as change agents. CONCLUSIONS: Master's level education and master-prepared nurses are instrumental to the professionalization of nursing by expanding the roles of nurses. Nursing career mentoring will maximize nurses' agency in healthcare system. Developing innovative inter-professional pedagogy will nurture the reflexivity of master-prepared nurses.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Enfermería de Práctica Avanzada/normas , Educación de Postgrado en Enfermería/organización & administración , Atención de Enfermería/normas , Personal de Enfermería/psicología , Competencia Profesional/normas , Profesionalismo/normas , Adulto , Actitud del Personal de Salud , Femenino , Humanos , Masculino , Atención de Enfermería/psicología
17.
Soins ; 64(835): 19-24, 2019 May.
Artículo en Francés | MEDLINE | ID: mdl-31079781

RESUMEN

Following the publication of the regulatory framework by the relevant ministries, the summer of 2018 was very busy for the university teams intending to offer, from September, an advanced nursing practice course. The training programme selected mainly follows on from existing initial training programmes but there are also a number of aspects which are particularly innovative in the nursing pathway. Setting up this training requires a change in social representations, still a source of challenges. These are linked to the innovative character of this type of practice in France as well as the fact that the training is university-based.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Curriculum , Universidades , Francia , Humanos
18.
Soins ; 64(835): 31-35, 2019 May.
Artículo en Francés | MEDLINE | ID: mdl-31079785

RESUMEN

TESTIMONIALS OF ADVANCED PRACTICE STUDENT NURSES: The first advanced nursing practice training programmes became available in France in 2018. In this article, several students describe their experience of the course, their motivations and their expectations. Some have decided to undertake the training straight after their initial training, others already have a few years experience. All are looking to develop their skills and their knowledge.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Estudiantes de Enfermería/psicología , Francia , Humanos
19.
J Contin Educ Nurs ; 50(4): 170-175, 2019 Apr 01.
Artículo en Inglés | MEDLINE | ID: mdl-30942891

RESUMEN

BACKGROUND: Coaching is a relatively new application to promote the development of leadership skills in health care and nursing. Coaching circles are a technique used in the Duke-Johnson & Johnson Nurse Leadership Program to provide guidance and expertise to small groups of advanced practice nurse (APN) Fellows to facilitate completion of a transformational project. The purpose of this report is to describe the current literature related to coaching among APNs and the results of this coaching experience. METHOD: A serial cross-sectional survey design was used to evaluate the coaching circle experience of four cohorts of Fellows from 2013-2017. RESULTS: Evidence in the literature related to the use of coaching specifically among APNs is limited. Participants evaluated the structure and function, as well as the value, of the coaching circle. CONCLUSION: This report offers insight into strategies of coaching that would be useful in a variety of health care settings to promote the advancement of nurse leaders. [J Contin Educ Nurs. 2019;50(4):170-175.].


Asunto(s)
Enfermería de Práctica Avanzada/educación , Educación Continua en Enfermería , Procesos de Grupo , Liderazgo , Tutoría , Adulto , Estudios Transversales , Femenino , Humanos , Masculino , Encuestas y Cuestionarios , Estados Unidos
20.
Nurse Educ Today ; 77: 59-64, 2019 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-30954857

RESUMEN

BACKGROUND: Obesity, the most prevalent chronic disease affecting multiple systems, is associated with increased mortality and a decreased life expectancy. OBJECTIVES: The purpose of this study was to identify Advanced Practice Nursing (APN) students' confidence of obesity management as well as satisfaction of APN curriculum on and curricular recommendations regarding obesity management. DESIGN: Modified convergent mixed-methods design. SETTING: A university-based college of nursing in the Deep South. PARTICIPANTS: Graduate APN Students. METHODS: An exploratory mixed methods online survey was administered to APN students. The survey included demographics; confidence in obesity management; knowledge of pharmacological treatment; self-reported height and weight; experiences and challenges related to obesity management; and suggestions of curricular content changes for the treatment of obesity that would increase student expertise and confidence. RESULTS: Ninety-nine surveys were completed by 94 female and five male APN students aged 26 to 61 years. The majority (70.7%) were white with BMIs ranging from 19.57 to 51.37 (x̅=27.81). Areas where students were least comfortable were prescribing anti-obesity medications and accurately billing for obesity management. Fourteen percent of APN students reported feeling that their graduate nursing education program did not prepare them well in obesity management, 25.3% reported feeling slightly well prepared, 32% reported feeling moderately well prepared, and 27.8% reported feeling very well or extremely well prepared. Qualitative responses accentuated insecurity in areas such as initiating a discussion on obesity management with patients who have obesity. CONCLUSIONS: Overall, APN students requested that their curriculum incorporate more instruction on how to begin the discussion of weight loss and provide clear evidence-based guidelines that include diet, exercise, and medication options. An efficient way to affect the management and treatment of obesity is to ensure that the next generation of providers is thoroughly prepared to implement the best evidence-based obesity management for patients.


Asunto(s)
Enfermería de Práctica Avanzada/educación , Competencia Clínica/normas , Manejo de la Obesidad/métodos , Estudiantes de Enfermería/estadística & datos numéricos , Adulto , Enfermería de Práctica Avanzada/normas , Competencia Clínica/estadística & datos numéricos , Curriculum/normas , Educación de Postgrado en Enfermería/métodos , Evaluación Educacional/métodos , Femenino , Humanos , Masculino , Persona de Mediana Edad , Investigación Cualitativa , Encuestas y Cuestionarios , Universidades/organización & administración , Universidades/estadística & datos numéricos
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