Advancing Nursing Practice: The Evolution and Impact of Continuing Professional Development.

American Nurses Credentialing Center (ANCC) Accreditation in Nursing Continuing Professional Development (NCPD) emphasizes the importance of maintaining competence, ensuring patient safety, and supporting career advancement in nursing through learning and development. It underscores the shift toward competency-based and outcome-oriented education models, addressing challenges such as misconceptions about the demands of NCPD and focusing more on the impact. This column provides the "why" for organizations, leaders, and nurses to engage in ANCC accredited NCPD educational programs. It further explores a future where NCPD fosters a skilled, equitable, and diverse health care workforce, promoting transformational learning experiences. [J Contin Educ Nurs. 2024;55(4):153-156.].

Continuing nursing education actions in the face of homophobia: an integrative review.

OBJECTIVES: to analyze continuing nursing education actions in the scientific literature in the face of homophobia. METHODS: an integrative literature review with structured search in June 2022 in eight databases, using the descriptors Nursing Education, Homophobia, Sexual and Gender Minorities. Final sample consisted of six primary studies. RESULTS: continuing nursing education actions are supported by strategies such as use of teaching materials, lectures, case studies and focus groups, addressing content such as gender identity issues and affective-sexual orientation, health disparities and their relationship with homophobia in healthcare settings. FINAL CONSIDERATIONS: carried out in various healthcare settings, continuing education actions proved to be successful in raising nurses' awareness in facing homophobia in health services, however, their expansion is necessary to create health spaces that meet the specific needs of these people.

E-portfolio as an effective tool for improvement of practitioner nurses' clinical competence.

BACKGROUND: Clinical competence is essential for providing effective patient care. Clinical Governance (CG) is a framework for learning and assessing clinical competence. A portfolio is a work-placed-based tool for monitoring and reflecting on clinical practice. This study aimed to investigate the effect of using an e-portfolio on the practitioner nurses' competence improvement through the CG framework. METHODS: This was a quasi-experimental study with 30 nurses in each intervention and control group. After taking the pretests of knowledge and performance, the participants attended the in-person classes and received the educational materials around CG standards for four weeks. In addition, nurses in the intervention group received the links to their e-portfolios individually and filled them out. They reflected on their clinical practice and received feedback. Finally, nurses in both groups were taken the post-tests. RESULTS: Comparing the pre-and post-test scores in each group indicated a significant increase in knowledge and performance scores. The post-test scores for knowledge and performance were significantly higher in the intervention group than in the control one, except for the initial patient assessment. CONCLUSION: This study showed that the e-portfolio is an effective tool for the improvement of the nurses' awareness and performance in CG standards. Since the CG standards are closely related to clinical competencies, it is concluded that using portfolios effectively improves clinical competence in practitioner nurses.

The effectiveness of aesthetic care training on nurses' perceptions of end-of-life care in patients with cancer: a quasi-experimental study.

BACKGROUND: Supportive end-of-life care plays a significant role for patients with cancer. Significantly, art and aesthetics in nursing are regarded as key components of nursing practice. They may contribute to supportive end-of-life care that nurses provide for patients with cancer. Therefore, this study aimed to examine the effectiveness of aesthetic care training on nurses' perceptions of end-of-life care in patients with cancer. METHODS: A quasi-experimental study was conducted with two groups of nurses working in the oncology wards of two hospitals in Kerman, Iran. A sample consisting of 100 nurses was selected by census and randomly assigned to an experimental group (n = 49) and a control group (n = 51). The experimental group received educational workshops on aesthetic care over four weekly-held 90-minute sessions. Both groups completed the Oncology Nurses' Perceptions of End-Of-Life Care (ONPEoLC) Scale before, immediately after, and one month after the intervention. The data were analyzed with SPSS software version 21 using t-test, Chi-square, and repeated measures ANOVA. The significance level was set to p < 0.05. RESULTS: The mean baseline scores on the ONPEoLC Scale were 163.08 ± 13.58 in the experimental group and 163.27 ± 14.57 in the control group. There was no statistically significant difference between the two groups (P > 0.05). Post-intervention mean scores in the experimental and control groups were 187.1 ± 18.22 and 159.11 ± 22.11, respectively, indicating a statistically significant difference between the two groups (P < 0.001). One month after the intervention, the experimental and control groups' mean scores were 190.89 ± 11.13 and 165.80 ± 11.69, respectively, with a significant difference between the groups (P = 0.001). CONCLUSION: Based on the results of the present study, designing aesthetic care educational programs is an effective way to improve nurses' understanding of end-of-life care. Therefore, it is recommended that nursing faculties and educational policymakers utilize aesthetic care training to improve the nurses' perceptions of end-of-life care.

Improving Professional Development Based on Evaluation of Nursing Education Programs Through Feedback.

A feedback-driven selection process to evaluate professionals strengthens and improves the quality of future education they provide. A university in Sri Lanka invited teaching specialists by incorporating feedback of those teaching educators. The selection of professionals to teach courses improved the quality of education drastically. The findings show that refining education through feedback enhances future education quality and promotes subject matter expert engagement in improving educational programs. [J Contin Educ Nurs. 2024;55(3):110-112.].

Exploring the potential impact of applying web-based training program on nurses' knowledge, skills, and attitudes regarding evidence-based practice: A quasi-experimental study.

Evidence-based practice (EBP) has gained significant importance in clinical practice worldwide, including in nursing. This study aimed to explore the potential impact of applying a web-based training program on nurses' knowledge, skills, and attitudes regarding EBP. A quasi-experimental pretest-posttest research design was utilized with a purposive sample of 64 professional nurses who agreed to participate. The study took place in different hospitals and primary healthcare centers in the Bisha Governorate, Aseer region, Saudi Arabia. A four-week standardized web-based training program was implemented using an online learning approach. Nurses were provided with an online self-rated data collection tool through the Google Forms platform. The findings indicated a highly significant difference in the total knowledge and EBP skills mean scores of the post-intervention (53.08±15.9) and (66.03±8.95), respectively compared to pre-intervention (P<0.05). Additionally, there was marked improvement in the mean scores of the positive attitude of the training sessions post-intervention compared to pre-intervention. The program was also well-received by the nurses in terms of quality and usability. The program has the potential to enhance nurses' knowledge, skills, and attitudes toward EBP. Therefore, healthcare organizations may consider adopting web-based training as a means of continuing professional education to promote EBP competencies among nurses.

Humanness in Learning: Nurturing the Human Spirit in Accredited Nursing Continuing Professional Development.

Learning is an intrinsic part of the human experience, and it is through education that individuals acquire knowledge, skills, and perspectives that shape their personal and professional lives. While learning has evolved significantly over the centuries, one constant remains-the essence of humanness in learning. This column explores the profound connection between humanness and learning, delving into how innate human qualities, such as curiosity, empathy, and creativity, shape educational experiences. It also discusses the challenges of and opportunities for infusing more humanness into nursing professional development. [J Contin Educ Nurs. 2024;55(2):53-56.].

Using the Clinical Judgment Measurement Model to Promote Nurse Education and Competency: An Exemplar.

Nurses in all settings need the clinical judgment ability to care for clients with fluid and electrolyte imbalances. An educational activity was developed using the Clinical Judgment Measurement Model to provide nursing professional development specialists with a tool to support the competency of nurses caring for these clients. [J Contin Educ Nurs. 2024;55(2):59-61].

Continuing Education Intervention: Trauma-Informed Pain Management in Labor and Delivery.

BACKGROUND: There is a gap in the availability of continuing education opportunities for labor and delivery nurses regarding trauma-informed perinatal care. METHOD: A continuing education module on trauma-informed pain management in labor was created and distributed to 17 nurses in an intrapartum unit at a hospital in the Midwestern United States. Changes in knowledge, attitudes, skills, and intent to use trauma-informed principles were assessed using a pretest-posttest design and paired t test analyses. RESULTS: Change in knowledge (p = .043) and skills (p = .011) was statistically significant. There were no statistically significant changes in attitudes. CONCLUSION: Continuing education opportunities in trauma-informed perinatal care are needed for health care team members who provide care to trauma survivors in labor. Further research on the effectiveness of trauma-informed pain management in labor and birth is necessary to provide additional resources and recommendations for labor and delivery nurses. [J Contin Educ Nurs. 2024;55(1):21-25.].

Evaluation of a Human Trafficking Educational Intervention for Nursing Professionals.

BACKGROUND: Human trafficking (HT) is a serious public health issue. Survivors of HT seek medical care. Health care professionals may be inadequately trained to identify and support survivors. This study evaluated improvements in nurses' knowledge after a professional development workshop on HT. METHOD: Pre- and postevaluation surveys assessed nurses' self-reported changes in perceived knowledge of HT and its vulnerability factors, the health impact of HT, strategies for identification and assessment of HT, and response to and follow-up of HT. RESULTS: After the workshop, participants showed significant improvement in perceived knowledge of all measures, regardless of hours of previous training and years of practice. CONCLUSION: Perceived knowledge of HT identification and response can be improved through training of nurses, regardless of hours of previous training and years of practice. [J Contin Educ Nurs. 2024;55(1):26-32.].

Improvement in Nurses' Knowledge of Subcutaneous Catheter Use for Pain Management.

BACKGROUND: Nurses often have insufficient knowledge of subcutaneous catheter use for pain management. This quality improvement project evaluated implementation of an evidence-based subcutaneous catheter nursing policy with education to improve pain management for hospitalized patients. METHOD: A convenience sample of nurses (N = 515) completed a posttest after online training on effective subcutaneous pain management. Patient pain ratings were assessed to evaluate whether they changed after nurses' training. RESULTS: Posttest scores showed the online learning module effectively contributed to nurses' knowledge of subcutaneous catheter pain management. A statistically significant reduction occurred in patient pain ratings (p < .001) postintervention. The number of patients experiencing moderate or severe pain decreased by 58%, for a significant reduction in pain. CONCLUSION: An online learning module was successful in educating nurses on pain medication administration through an indwelling subcutaneous catheter. [J Contin Educ Nurs. 2024;55(1):13-20.].

Enhancing dermatology nursing education in Scotland and Ireland: a multifaceted approach.

The purpose of the National Dermatology Improvement Project was to identify the educational requirements of dermatology nurses and understand factors impacting the uptake of education for nurses. An educational needs analysis was performed to evaluate the strengths and weaknesses of current and future educational provision for all levels of nursing staff. Data were collected from department managers using questionnaires and interviews, and focus groups were held with nursing staff in bands 2-7. The majority of participants felt there was an overall lack of dermatology education, and that most of what was available was peer led and experiential. A number of barriers to the uptake of education were also identified, such as a lack of time, opportunity and motivation. These findings support the need for a nationally coordinated programme of dermatology education with formal and informal education provided for all levels of dermatology nursing staff.

Journal of Registry Management Continuing Education Quiz-FALL 2023: THE TRAJECTORY OF PEDIATRIC CANCER DATA AND COLLECTION IN THE UNITED STATES.

After reading the educational posters and completing the quiz, participants will be able to: Describe the primary goal of the National Childhood Cancer Registry (NCCR)Understand the purpose of the Pediatric Site-Specific Data Items (SSDI) Work GroupDescribe the Toronto Pediatric Cancer Stage Guidelines.