Evaluating the Oncology-Related Education Needs of Emergency Nurses.

INTRODUCTION: Treatment for patients with cancer in the emergency department ranges from treating life-threatening emergencies to symptom management or issues unrelated to their cancer, but for which cancer and its treatment may be complicating factors. Nurses are expected to manage the care of this population and be aware of risk factors for complications that may be unique to cancer patients. To date, education for emergency nurses regarding oncologic emergencies and the care for patients with cancer has been limited. METHODS: We conducted a cross-sectional needs assessment to establish emergency nurses' educational needs (knowledge, skills, and attitudes) related to the care of patients with cancer and to evaluate if there are different educational needs for emergency nurses associated with the care of the cancer patient by practice setting type. RESULTS: Of 237 nurses surveyed, only 28% of nurse respondents indicated receiving any cancer-specific education or training. Overall, scores on a knowledge assessment were relatively low (mean 53%; range 9.5-85.7%; SD 13%). Nurses reported variable confidence and skills, with the weakest areas being in the triage of complications and oncologic emergencies, assessment of complications related to cancer treatment, and end-of-life conversations. Nearly all of the respondents (97%) indicated a need for oncologic education for emergency nurses with moderate-high priority in relation to other educational needs. DISCUSSION: Our findings suggest that emergency nurses need a stronger foundation of the knowledge and skills required to care for patients with cancer. Results from this study can inform future curriculum development efforts.

Internship Program Receives Return on Investment From Nurse Professional Development Efforts.

Our current economy necessitates attention to nursing professional development programs that positively impact the fiscal budget. This project evaluated the cost-effectiveness of the patient care internship program designed to attract and retain nursing talent in a Midwest hospital system. Nurse leaders partnered with nursing faculty to recruit student nurses and prepare them to transition to the registered nurse role. The program had cost savings to the organization greater than $200,000 over a 2-year period.

The AACN Essentials journey.

The new AACN Essentials: Core Competencies for Professional Nursing Education create an opportunity to nursing education to transform the educational preparation of our workforce with new standards for all member schools to implement into their academic programs as we prepare the future nursing workforce. With the advent of these updated academic standards, many nursing schools across the nation are reviewing program outcomes and transitioning from concepts to competencies. The purpose of the article is to describe the early phases of a quality improvement initiative to implement the new AACN Essentials within the undergraduate curriculum of a large school of nursing spanning multiple campuses. The article conveys lessons learned to help support and guide other schools of nursing.

Nurse Educator Perceptions of Workplace Collegiality.

BACKGROUND: The nursing faculty shortage challenges nursing educators, administrators, and staff to find innovative ways to understand and address faculty retention. PURPOSE: The purpose of this study was to examine nurse educators' perceptions of workplace collegiality and the possible correlation to role satisfaction and role persistence. METHODS: Participants (n = 177) were recruited nationally from a Commission on Collegiate Nursing Education accredited schools listing. Three survey instruments were utilized: Survey of Collegial Communication, Job Satisfaction Survey, and Michigan Organizational Assessment Questionnaire. RESULTS: The study found a positive relationship between collegiality and job satisfaction in academia. The Pearson correlation results indicated there was a significant negative correlation between the intent to remain and collegiality. CONCLUSION: The findings suggest nursing educators perceive collegiality as an important component of job satisfaction and intent to remain.

Adapting Civility Education in an Academic-Practice Partnership.

BACKGROUND: Incivility results in nurse burnout, decreased job performance, and decreased patient safety. Leaders of an academic-practice partnership developed educational activities promoting organizational civility during the COVID-19 pandemic. The purpose of this article is to describe an educational activity about civility that was transitioned to a virtual platform and participants' comfort engaging in and responding to incivility. METHOD: Face-to-face education was converted to a synchronous online event, supporting 75 nurses, nursing students, and other health care professionals in attendance. Activities consisted of cognitive rehearsal techniques, breakout rooms, simulation videos, group debriefs, and panel discussions delivered via Zoom and Mentimeter software. RESULTS: Workplace Civility Index results were significantly different from pretest to post-test. Seventy-two percent of participants were not comfortable gossiping about others, but only 30% were comfortable responding to incivility. CONCLUSION: Promoting civility awareness through a virtual education platform using cognitive rehearsal techniques and reflection can provide support for current and future nurses. [J Contin Educ Nurs. 2021;52(12):575-580.].

Transitioning Professional Development Classes to Virtual Instruction.

The coronavirus disease 2019 (COVID-19) pandemic necessitated shifts in education delivery, forcing professional development specialists toward alternative learning delivery methods. Members of an academic-practice partnership at a Midwestern hospital collaboratively designed virtual evidence-based education modules for staff onboarding. We describe the transition from in-person education to online professional development. [J Contin Educ Nurs. 2021;52(9):404-406.].

Developing an internship program to support nursing student transition to clinical setting.

BACKGROUND: The largest statewide hospital system collaborated with local nursing schools to provide a patient care internship program for nursing students. The goal was to create a pipeline of future nurses by equipping students for work in the clinical setting and promoting nurse retention. PURPOSE: The purpose of this project was to determine the correlation between the student nurse internship program on the interns' NLCEX-RN pass rates, retention rates for the local hospitals, cost-savings, students' confidence, and program satisfaction. METHOD: Nursing students (n = 25) were recruited from local nursing schools for unlicensed assistant personnel positions at the system hospitals. The program included a six-week intensive to educate nursing students as non-licensed staff members of hospital units, which continues as a mentored experience during the senior year of their baccalaureate program. Qualitative and quantitative data were collected and analyzed. RESULTS: The program had a pass rate of 96% for NCLEX-RN on first attempt. Additionally, 82% of participants were retained at the hospitals. Hospitals saved $216,993. Students reported increased role satisfaction with the program. CONCLUSIONS: Program results suggest benefits of supportive NCLEX-RN pass rates, nurse retention, and cost benefit. Findings can be used to support future program expansion and improve the experience of nursing students as they transition into professional practice.

Innovative Opportunities for Civility: Professional Development in a Time of COVID-19.

The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform. [J Contin Educ Nurs. 2021;52(1):11-12.].

Mentoring to engage diverse undergraduate nursing students in honors research.

BACKGROUND: A diverse workforce is necessary to reflect our communities and impact the health disparities of our increasingly diverse populations. Students from ethnic minority and socioeconomically disadvantaged backgrounds face many challenges and barriers to their academic success. Faculty must try new ways of supporting the engagement of this student population to positively affect quality outcomes for the entire community. METHODS: High-performing students were recruited from undergraduate research courses to participate in a study to determine how honors research mentoring programs affect the engagement of undergraduate nursing students from ethnic minority and socioeconomically disadvantaged backgrounds. FINDINGS: Study participants who were mentored for 3 years had a retention rate of 98%, compared to a rate of 73% in the year before the start of the mentoring initiative with faculty. NCLEX (National Council Licensure Examination)-RN pass rates were 95% for those in the mentoring program, compared to 84% for those not mentored. Of the students completing the program and passing the NCLEX-RN, 100% are employed in the local community. CONCLUSIONS: A competent and diverse nursing workforce is a priority for eliminating health disparities in rural and underserved communities. Supporting ethnic minority and socioeconomically disadvantaged students is valuable to bridging this gap and positively influencing our communities.

Evidence-Based, Ethical Decision-Making: Using Simulation to Teach the Application of Evidence and Ethics in Practice.

BACKGROUND: Evidence-based practice and ethics should not be taught as isolated concepts. Instead, it is imperative to prepare students with the knowledge needed to practice ethical, evidence-based decision-making in health care. PURPOSE: The purpose of this project was to describe how a mock hospital ethics committee meeting impacted students' learning about the use of evidence to support ethical decision-making in health care. METHOD: A mock hospital ethics committee was convened for 121 students from schools of nursing, social work, law, and medicine. RESULTS: Thematic content analysis showed a positive impact on nursing students' learning of ethics, group dynamics, discipline-specific responsibilities, and EBP. LINKING EVIDENCE TO ACTION: This interprofessional education experience showed students how evidence and ethics can be used to guide and support practice priorities, responsibilities, and decisions on resource utilization and treatment to enable optimal outcomes for patients and organizations.

Teaching Q Methodology to Prelicensure Nursing Students.

Prelicensure nursing student exposure to undergraduate research education may have a significant effect on their research skills and use of evidence-based practice. There are potential benefits to introducing Q methodology to prelicensure nursing research students. Utilizing Q methodology principles and techniques, a class on Q methodology was integrated into a prelicensure nursing research and evidence-based practice course. The interactive classroom format and active student engagement in the step-by-step mock study were positive aspects of the class.

Interprofessional education: A disaster response simulation activity for military medics, nursing, & paramedic science students.

Health care providers need to be able to function and react appropriately and efficiently during a community-wide disaster situation. Traditional health care education is not adequately structured to provide realistic experiences with respect to high-risk or infrequently encountered events such as a disaster. As a result, many healthcare providers graduate into practice with inadequate exposure or skills to intervene in a disastrous event. Previous studies validate that active participation by students during a simulation can translate into positive, meaningful learning applicable to practice. This paper describes how a disaster response simulation can be utilized as an innovative experiential learning technique. Additionally, interprofessional collaboration and positive learning experiences were fostered between military trainees and health care students in nursing and paramedic sciences. The constructivist framework utilized enabled educators to incorporate interprofessional collaboration, clinical reasoning, and technical skills in the safe learning environment of a simulation.

A Nursing Dashboard to Communicate the Evaluation of Program Outcomes.

BACKGROUND: Schools of nursing pursue accreditation to convey the quality of their program. Communication of their process for continuous quality improvement and ability to produce competent nurse graduates are common program goals. PURPOSE: This article describes the implementation of a nursing dashboard as an innovative approach to examine and communicate program outcomes. METHODS: A comprehensive evaluation document in the form of a dashboard was created in a user-friendly format to monitor and convey outcomes to stakeholders. This visual evaluation document was crafted in congruence with a utilization-oriented evaluation model incorporating accreditation standards. RESULTS: Stakeholders, including alumni, faculty, and students, conveyed satisfaction with the dashboard graphic of program evaluation data. Participant responses were greater than 4.3/5.0 on a Likert scale, indicating satisfaction with the dashboard communication of outcomes. CONCLUSIONS: The nursing dashboard provides an innovative approach to the review of program outcomes with meaningful data for strategic planning and program decisions.

A comprehensive educational approach to improving NCLEX-RN pass rates.

BACKGROUND: Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. METHODS: The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven-point Likert scale rates. NCLEX-RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX-RN pass rates before and after implementation. RESULTS: The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX-RN pass rates showed significant improvements with the combined program support additions. CONCLUSION: The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX-RN pass rates.

Outcomes of Adding Patient and Family Engagement Education to Fall Prevention Bundled Interventions.

Nurses strive to reduce risk and ensure patient safety from falls in health care systems. Patients and their families are able to take a more active role in reducing falls. The focus of this article is on the use of bundled fall prevention interventions highlighted by a patient/family engagement educational video. The implementation of this quality improvement intervention across 2 different patient populations was successful in achieving unit benchmarks.