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1.
Nurs Outlook ; 67(6): 671-679, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-31375347

RESUMO

BACKGROUND: Holders of the Doctor of Nursing Practice (DNP) degree were envisioned to improve health and health care outcomes by implementing quality improvement initiatives, applying evidence-based practice changes (EBP), and influencing policy. Little is known about the nature of the DNP project experience and its relationship with subsequent experiences of graduates. Filling these knowledge gaps is important because of the investment of time, faculty and student effort, expense, and the projects' potential long-term effects on the organizations in which they were conducted. PURPOSE: (1) Describe the impetus for foci, outcomes and activities of DNP projects and (2) determine the extent to which project foci are a part of post-graduation experiences. METHODS: A cross-sectional descriptive survey design was used and a via mailed paper and online version was sent with return options to graduates of Doctor of Nursing Practice program. The sampling technique was designed to maximize the capture of DNP graduates. Three mailings were sent to 5,830 nurse members of three national organizations with memberships that included advanced practice registered nurses, nurse administrators and nurse educators. The 1,308 DNP prepared respondents were demographically and geographically representative of organizational members. FINDINGS: Most (65.2%) reported the topic of the project was their own idea and they sought out an organization in which to conduct it. Twenty-five percent indicated not all aspects of the reorganization/initiative/policy change were completed by graduation. Five project foci emerged with the majority reporting an EBP initiative or an EBP project involving reorganization in the setting (57.7%) There was also a wide variation in the number, types and combinations of activities reported to be a part of the project. There was wide variation in the relationship of project foci and activities with reports of post-graduation experience by position title. DISCUSSION/CONCLUSION: Findings suggest potential avenues for innovations during the DNP project experience innovations. Long term effects of projects on organizations in which they were conducted and the relationship of project activities with post-graduation roles should be considered.


Assuntos
Prática Avançada de Enfermagem/organização & administração , Prática Avançada de Enfermagem/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Escolaridade , Emprego/estatística & dados numéricos , Papel Profissional , Adulto , Estudos Transversais , Feminino , Humanos , Masculino , Pessoa de Meia-Idade
2.
Nurse Educ Pract ; 38: 1-6, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31163311

RESUMO

Patient safety is crucial to healthcare quality. It is important to assess the nursing students' safety attitudes to identify the weaknesses for developing education program and fostering students' engagement in patient safety practices. This study aimed to assess attitudes towards patient safety culture among postgraduate nursing students in China, and explore the factors that affect their safety attitudes and the relationships of safety attitudes and safety-related behaviors. This study used a cross-sectional survey design. A convenience sample of 231 postgraduate nursing students from ten medical universities in China completed the Chinese version of Safety Attitude Questionnaire, including six domains: teamwork climate, safety climate, perceptions of management, job satisfaction, working conditions and stress recognition. The mean scores of the six domains ranged from 65.22 to 70.75 on a 100-point scale. Percentages of positive responses for the six domains were below 55%, with the two lowest percentages for working conditions (35.9%) and safety climate (30.7%). Significantly lower domain scores were found in students with younger age, no work experience, higher workload and received safety education. There were positive correlations between the six domains and safety-related behaviors except for stress recognition. Nursing educators should focus more on the improvement of patient safety education and establishment of supportive work environment to enhance postgraduate nursing students' attitudes towards safety culture.


Assuntos
Atitude do Pessoal de Saúde , Cultura Organizacional , Segurança do Paciente/normas , Gestão da Segurança/normas , Estudantes de Enfermagem/psicologia , Adulto , China , Estudos Transversais , Educação de Pós-Graduação em Enfermagem/métodos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Segurança do Paciente/estatística & dados numéricos , Gestão da Segurança/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
3.
J Nurs Adm ; 49(5): 280-285, 2019 May.
Artigo em Inglês | MEDLINE | ID: mdl-31008837

RESUMO

OBJECTIVE: This study addressed how recently graduated doctor of nursing practice (DNP) nurses describe their current practice, how their supervisors describe the DNP's current practice, and whether nurse and supervisor descriptions of the practices reflect the American Association of Colleges of Nursing (AACN) DNP Essentials and, if so, how? BACKGROUND: Introduced in 2004, the goal of DNP programs was to educate advanced practice RNs for effective leadership in complex healthcare environments. The value of the DNP degree for nurses in healthcare systems is evolving. METHODS: We used conventional content analysis to inductively describe how DNP graduates from 7 different schools and their supervisors described the practice of the recently graduated DNPs. Interviews were reviewed to assess whether the AACN DNP Essentials were enacted in practice. RESULTS: The overarching theme was "becoming more: re-envisioning self as an agent of change." CONCLUSIONS: Results support the claim that DNP education prepares advanced practice nurses for leadership across complex healthcare systems. Evidence of the DNP Essentials is realized when graduates perceive themselves as equal to other leaders and capable of driving change using evidence and effective collaboration.


Assuntos
Prática Avançada de Enfermagem/educação , Prática Avançada de Enfermagem/normas , Educação de Pós-Graduação em Enfermagem/normas , Profissionais de Enfermagem/normas , Competência Profissional/estatística & dados numéricos , Competência Profissional/normas , Adulto , Prática Avançada de Enfermagem/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
4.
Nurs Outlook ; 67(4): 381-392, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30929958

RESUMO

BACKGROUND: Changing health care needs are driving new models of care that emphasize care coordination, health promotion, and disease management by registered nurses (RNs). A skill-mix favoring professional (baccalaureate or above) over technical (less than baccalaureate) education is promoted by national initiatives. PURPOSE: To examine the academic preparation and progression of general practice RNs in practice settings across the care continuum. METHOD: Secondary analyses of data from the Texas Board of Nurses RN Licensure databases in 2008 and 2014. FINDINGS: Overall the professional skill-mix for general practice RNs improved from 47.1% to 50.2%. Disparities were identified in home health (31.6%), long-term care (27.8%) and nonmetropolitan areas (31.7%). Role change was the strongest correlate of academic progression. DISCUSSION: Non-hospital and rural practice settings may be vulnerable to the effects of an undereducated RN workforce. More effective reimbursement policies and employer incentives are needed to drive academic progression and address disparities across practice settings.


Assuntos
Bacharelado em Enfermagem/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Recursos Humanos de Enfermagem no Hospital/educação , Recursos Humanos de Enfermagem no Hospital/estatística & dados numéricos , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Modelos de Enfermagem , Texas
5.
Nurs Outlook ; 67(4): 354-364, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30898369

RESUMO

BACKGROUND: The role of the Doctor of Nursing Practice-prepared nurse (DNP) outside of academic settings has not been clearly articulated or widely explored, and therefore the value DNP-prepared nurses bring to their practice settings is largely unknown. This study: (1) surveyed existing DNP programs to identify the nonacademic settings in which their DNP graduates were employed and (2) conducted semistructured interviews with employers to identify the role and value of the DNP-prepared nurse in nonacademic settings. METHOD: Data were collected from January 2016 to August 2016 in two parts: (1) an online survey of the DNP programs and (2) qualitative semistructured telephone interviews with employers. First, we conducted an online survey of program directors (or their equivalent) from 288 DNP programs across the United States to capture descriptive information about current DNP programs (e.g., location, modality, profit status), the types of nonacademic institutions that hire their graduates, percentage of graduates employed by each setting, and the contact information for these employers. Employers were identified either by DNP program directors through the online survey or by a convenience sampling method. Using semistructured telephone interviews, we asked questions to employers in different care settings about the role of the DNP in these settings and how the DNP compares to other nurse leaders and advanced practice nurses (APRN). Employers were asked to describe the role of the DNP-prepared nurse working in direct patient care roles such as APRNs or as leaders, administrators, and managers. FINDINGS: Descriptive thematic analyses were derived from the interviews, to identify the roles DNP-prepared nurses filled and how they compared to other nurse leaders and advanced practice nurses in these settings. A total of 130 DNP program directors responded to the online survey. Twenty-three employers participated in semistructured telephone interviews. The thematic analysis resulted in four main themes regarding the role of the DNP-prepared nurse in non-academic settings: "DNP-Prepared Nurse Positions and Roles," "Perceived Impact of the DNP-Prepared Nurse on Staff, Patient, and Organizational Outcomes," "Comparison of the DNP-Prepared Nurse to Other Nurses With Advanced Training," and "Challenges Experienced by Nurses With DNP Degrees. DISCUSSION: The role of the DNP-prepared nurse in nonacademic settings is unclear. These DNP-prepared nurses typically function as APRNs in clinical care or as health care system leaders. While there is a low number of DNPs in clinical practice settings, the number is expected to grow as more graduate and enter practice. Thus, knowledge of the roles, value, and outcomes of the DNP-prepared nurse can guide practice setting leaders on how to best use DNP-prepared nurses in their setting.


Assuntos
Prática Avançada de Enfermagem/estatística & dados numéricos , Escolha da Profissão , Educação de Pós-Graduação em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Papel Profissional , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estados Unidos
6.
Nurs Outlook ; 67(4): 433-440, 2019.
Artigo em Inglês | MEDLINE | ID: mdl-30819506

RESUMO

BACKGROUND: The Doctor of Nursing Practice (DNP) facilitator/mentor is a collaborative member of the project team, yet little has been reported about this role. This qualitative study explored the experiences of DNP project facilitators. METHODS: Focus groups were conducted using a purposeful sample of project facilitators. Focus group questions were developed using Gitlin, Lyons, and Kolodner's five-stage model of collaboration. Data were transcribed and content analyzed using Kruger and Casey methods. RESULTS: Three focus groups included 21 facilitators who were affiliated with an academic health system. Six themes emerged: (a) exploring student interest, (b) establishing a collaborative fit, (c) connecting with key stakeholders, (d) overcoming barriers, (e) role clarity, and (f) interaction. CONCLUSION: DNP project facilitators have an important role not only in students' formation, but also in contributing to the academic-practice partnership. The importance of the facilitator role as the student progresses through their DNP project cannot be overstated.


Assuntos
Prática Avançada de Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Colaboração Intersetorial , Mentores/psicologia , Preceptoria/organização & administração , Preceptoria/estatística & dados numéricos , Estudantes de Enfermagem/psicologia , Centros Médicos Acadêmicos/estatística & dados numéricos , Adulto , Prática Avançada de Enfermagem/estatística & dados numéricos , Currículo , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Feminino , Grupos Focais , Humanos , Masculino , Mentores/estatística & dados numéricos , Pessoa de Meia-Idade , Papel Profissional/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Estados Unidos , Adulto Jovem
7.
Rev Esc Enferm USP ; 53: e03430, 2019 Feb 18.
Artigo em Inglês, Português | MEDLINE | ID: mdl-30785476

RESUMO

OBJECTIVE: To characterize the didactic and pedagogical training offered in Brazilian stricto sensu Postgraduate Programs in Nursing. METHOD: Descriptive, documentary research, based on data from 30 postgraduate programs that offer an academic master's degree and a PhD degree. We collected the course projects and teaching plans of the disciplines related to didactic and pedagogical training, accessed through the Sucupira Platform or the institutional website. The variables were analyzed by descriptive statistics, through calculations of relative and absolute frequency. RESULTS: Regarding the lines of research of the programs, it was evidenced that 17.4% (n=20) were related to didactic and pedagogical training, 9.4% (n=3) followed this approach and, regarding compulsory didactic and pedagogical disciplines, it was observed that they were expressed differently in the curricula of masters and PhD courses, since part of the masters courses (56.6%, n=17) and of the PhD courses (76.6%, n=23) did not have this requirement. CONCLUSION: There should be a Brazilian guideline to promote the didactic and pedagogical training of university professors.


Assuntos
Currículo , Educação de Pós-Graduação em Enfermagem/organização & administração , Docentes de Enfermagem/organização & administração , Brasil , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Humanos
8.
Midwifery ; 69: 10-16, 2019 Feb.
Artigo em Inglês | MEDLINE | ID: mdl-30390462

RESUMO

BACKGROUND: The effectiveness of continuity of care during the perinatal period is well documented, but implementing continuity of care model to practice requires evaluation. AIM: To evaluate the effect of a caseload midwifery program (CMP) on birth outcomes and rates of perinatal interventions at a metropolitan tertiary hospital in Australia, compared with standard midwifery-led care (SMC). METHODS: This was a retrospective, matched-cohort study. We extracted the data of 1000 nulliparous women from records of 19,001 women who gave birth at the hospital from 2011 to 2014. We used basic statistical tests to compare baseline demographic data, and logistic regression to calculate odds ratios, to evaluate maternal and neonatal outcomes. RESULTS: Adjusted regression analysis for the primary outcome showed that compared with women who received SMC, women who received care through CMP had an increased rate of normal vaginal birth (69% vs. 50%, OR = 1.79, 95%, CI = 1.38-2.32). Assessment of secondary outcomes showed that the women in CMP group had decreased rates of instrumental birth (15% vs. 26%, OR = 0.48, 95% CI = 0.35-0.66), episiotomy (23% vs. 40%, OR = 0.43, 95% CI = 0.33-0.57), epidural analgesia (33% vs. 43%, OR = 0.64, 95% CI = 0.50-0.83) and amniotomy (35% vs. 50%, OR = 0.56, 95% CI = 0.43-0.72). The CMP group also had greater rates of water immersion (54% vs. 22%, OR = 4.18, 95% CI = 3.17-5.5), physiological 3rd stage (7% vs. 1%, OR = 11.71, 95% CI = 3.56-38.43) and 2nd degree tear (34% vs. 24%, OR = 1.60, 95% CI = 1.21-2.11). There were no significant differences between the two groups for rates of other secondary outcomes including Caesarean section, cervical ripening procedures, third- and fourth-degree tears, postpartum haemorrhage and neonatal outcomes. CONCLUSION: CMP care is associated with increased rate of normal vaginal birth which supports wider implementation of the model. In addition, using routinely collected data and a cohort matching design can be an effective approach to evaluate maternal and neonatal outcomes.


Assuntos
Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Enfermeiras Obstétricas/educação , Resultado da Gravidez/epidemiologia , Carga de Trabalho/normas , Adolescente , Adulto , Austrália , Estudos de Coortes , Continuidade da Assistência ao Paciente/normas , Continuidade da Assistência ao Paciente/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/métodos , Feminino , Humanos , Modelos Logísticos , Enfermeiras Obstétricas/estatística & dados numéricos , Paridade , Gravidez , Estudos Retrospectivos , Centros de Atenção Terciária/normas , Centros de Atenção Terciária/estatística & dados numéricos , Carga de Trabalho/estatística & dados numéricos
9.
Int Emerg Nurs ; 41: 31-37, 2018 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-29884436

RESUMO

BACKGROUND: Postgraduate emergency nursing studies strengthen the emergency nursing workforce and contribute to specialist patient care. Formative and summative assessments in postgraduate study are important for student learning as they enable self-reflection and feedback. AIM: To compare formative and summative appraisal assessments between postgraduate emergency nursing students and nurse educators. METHOD: Retrospective review of assessments completed by postgraduate student and educator in the final multi-system complex subject of the postgraduate emergency nursing course during 2015. Data were extracted from university records. Data for the two appraisal periods were compared using chisquare test of independence. RESULTS: Data from 52 emergency nursing students and 16 educators were extracted. Significant differences were detected between most student and educator ratings for both assessment appraisals. The lowest self-ratings of independence for students and educators at the summative assessment were for the provision and coordination of patient care and critical analysis of research evidence. Educators did agree that students were performing independently on domains relating to legal, professional and ethical frameworks. CONCLUSION: Postgraduate emergency nursing study is important for the emergency nursing workforce. Examining student learning and educator assessment in this context enables a broader understanding of student learning and transition to emergency nursing speciality practice.


Assuntos
Enfermagem em Emergência/educação , Docentes de Enfermagem/psicologia , Percepção , Qualidade da Assistência à Saúde/normas , Estudantes de Enfermagem/psicologia , Educação de Pós-Graduação em Enfermagem/métodos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Avaliação Educacional/métodos , Avaliação Educacional/normas , Avaliação Educacional/estatística & dados numéricos , Enfermagem em Emergência/métodos , Enfermagem em Emergência/normas , Docentes de Enfermagem/estatística & dados numéricos , Humanos , Qualidade da Assistência à Saúde/estatística & dados numéricos , Estudos Retrospectivos , Estudantes de Enfermagem/estatística & dados numéricos , Vitória
10.
Rev. pesqui. cuid. fundam. (Online) ; 10(2): 485-489, abr.-jun. 2018. ilus, tab
Artigo em Inglês, Português | LILACS | ID: biblio-908467

RESUMO

Objetivo: identificar a produção científica dos egressos da 10ª turma do curso de mestrado acadêmico do Programa de Pós-Graduação Cuidados Clínicos em Enfermagem e Saúde (PPCCLIS), da Universidade Estadual do Ceará. Método: Estudo descritivo, documental e retrospectivo. Realizado através dos dados contidos nos arquivos da Secretaria Acadêmica do Programa e na Plataforma Lattes (CNPq) coletado em março de 2016. Os dados foram analisados em programa estatístico e apresentados em tabelas e gráficos. Resultados: Dos 24 mestres do estudo verificou-se que 33,3% exerciam a docência; 83,3% faziam parte de grupos de pesquisa; 100% possuíam publicações, sendo que 66,7% em artigos; 25% capítulos de livros e 100% em anais de congresso; 16,7% orientaram alunos da graduação; 70,8% participaram de bancas; 20,8% tinham produção técnica; 45,8% ministraram cursos. Conclusão: O desenvolvimento de estratégias necessárias ao fortalecimento e consolidação do programa de pósgraduação mostrou-se evidente, por meio do ensino, pesquisa e extensão.


Objetivo: identificar la producción científica de los graduados de la clase 10 del título de máster académico en el Programa de Postgrado en Enfermería de Atención Clínica y de la Salud (PPCCLIS), la Universidad del Estado de Ceará. Método: Estudio descriptivo, documental y retrospectivo. Llevado a cabo a través de los datos contenidos en los archivos de la Oficina Académica del Programa y la Plataforma Lattes (CNPq) recogidos en marzo de 2016. Los datos fueron analizados por el programa estadístico y presentados en tablas y gráficos. Resultados: De los 24 maestros del estudio se encontró que el 33,3% tenían la enseñanza; 83,3% eran parte de grupos de investigación; 100% propiedad de publicaciones, y el 66,7% en artículos; 25% capítulos de libros y 100% en actas del congreso; 16,7% orientada estudiantes de licenciatura; 70,8% participó puestos; 20.8% tenían producción técnica; 45,8% cursos que se imparten. Conclusión: El desarrollo de las estrategias necesarias para fortalecer y consolidar el programa de graduados resultó ser clara, a través de la enseñanza, investigación y extensión.


Objective: to identify the scientific production of the graduates of the 10th class of the academic master’s program of the Graduate Program in Clinical Care in Nursing and Health (PPCCLIS), State University of Ceará. Method: Descriptive, documentary and retrospective study. It was carried out using data from the archives of the Academic Secretariat of the Program and the Plataforma Lattes (CNPq) collected in March 2016. Data were analyzed in a statistical program and presented in tables and graphs. Results: Of the 24 masters of the study, it was verified that 33.3% practiced teaching; 83.3% were part of research groups; 100% had publications, 66.7% in articles; 25% book chapters and 100% congress annals; 16.7% directed undergraduate students; 70.8% participated in newsstands; 20.8% had technical production; 45.8% taught courses. Conclusion: The development of strategies necessary to strengthen and consolidate the postgraduate program has been evident, through teaching, research and extension.


Assuntos
Masculino , Feminino , Humanos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Programas de Pós-Graduação em Saúde , Atividades Científicas e Tecnológicas , Brasil
11.
Rev. pesqui. cuid. fundam. (Online) ; 10(2): 485-489, abr.-jun. 2018. graf, tab
Artigo em Inglês, Português | BDENF - Enfermagem | ID: bde-32813

RESUMO

Objetivo: Identificar a produção científica dos egressos da 10ª turma do curso de mestrado acadêmico do Programa de Pós-Graduação Cuidados Clínicos em Enfermagem e Saúde (PPCCLIS), da Universidade Estadual do Ceará. Método: Estudo descritivo, documental e retrospectivo. Realizado através dos dados contidos nos arquivos da Secretaria Acadêmica do Programa e na Plataforma Lattes (CNPq) coletado em março de 2016. Os dados foram analisados em programa estatístico e apresentados em tabelas e gráficos. Resultados: Dos 24 mestres do estudo verificou-se que 33,3% exerciam a docência; 83,3% faziam parte de grupos de pesquisa; 100% possuíam publicações, sendo que 66,7% em artigos; 25% capítulos de livros e 100% em anais de congresso; 16,7% orientaram alunos da graduação; 70,8% participaram de bancas; 20,8% tinham produção técnica; 45,8% ministraram cursos. Conclusão: O desenvolvimento de estratégias necessárias ao fortalecimento e consolidação do programa de pósgraduação mostrou-se evidente, por meio do ensino, pesquisa e extensão.(AU)


Objetivo: Identificar la producción científica de los graduados de la clase 10 del título de máster académico en el Programa de Postgrado en Enfermería de Atención Clínica y de la Salud (PPCCLIS), la Universidad del Estado de Ceará. Método: Estudio descriptivo, documental y retrospectivo. Llevado a cabo a través de los datos contenidos en los archivos de la Oficina Académica del Programa y la Plataforma Lattes (CNPq) recogidos en marzo de 2016. Los datos fueron analizados por el programa estadístico y presentados en tablas y gráficos. Resultados: De los 24 maestros del estudio se encontró que el 33,3% tenían la enseñanza; 83,3% eran parte de grupos de investigación; 100% propiedad de publicaciones, y el 66,7% en artículos; 25% capítulos de libros y 100% en actas del congreso; 16,7% orientada estudiantes de licenciatura; 70,8% participó puestos; 20.8% tenían producción técnica; 45,8% cursos que se imparten. Conclusión: El desarrollo de las estrategias necesarias para fortalecer y consolidar el programa de graduados resultó ser clara, a través de la enseñanza, investigación y extensión.(AU)


Objective: To identify the scientific production of the graduates of the 10th class of the academic master’s program of the Graduate Program in Clinical Care in Nursing and Health (PPCCLIS), State University of Ceará. Method: Descriptive, documentary and retrospective study. It was carried out using data from the archives of the Academic Secretariat of the Program and the Plataforma Lattes (CNPq) collected in March 2016. Data were analyzed in a statistical program and presented in tables and graphs. Results: Of the 24 masters of the study, it was verified that 33.3% practiced teaching; 83.3% were part of research groups; 100% had publications, 66.7% in articles; 25% book chapters and 100% congress annals; 16.7% directed undergraduate students; 70.8% participated in newsstands; 20.8% had technical production; 45.8% taught courses. Conclusion: The development of strategies necessary to strengthen and consolidate the postgraduate program has been evident, through teaching, research and extension.(AU)


Assuntos
Humanos , Masculino , Feminino , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Atividades Científicas e Tecnológicas , Programas de Pós-Graduação em Saúde , Brasil
12.
J Clin Nurs ; 27(7-8): e1395-e1401, 2018 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-29274172

RESUMO

AIMS AND OBJECTIVES: To evaluate the publication record across eight cohorts of post-master's Doctor of Nursing Practice graduates. BACKGROUND: Dissemination of findings from evidence-based practice is described in the American Association of the Colleges of Nursing, Doctor of Nursing Practice Essential III. Students in Doctor of Nursing Practice programmes are expected to generate deliverables (e.g., a manuscript) of evidence to improve practice or patient outcomes. DESIGN: A descriptive study was conducted to determine whether two key manuscripts (i.e., integrative review and an evidence-based quality improvement project) were disseminated in peer-reviewed journals, and if so, the length of time from graduation to publication. Co-authorship with faculty advisors and contributors was also examined. RESULTS: The number of evidence-based quality improvement publications outpaces the number of integrative reviews over this span of time. Time to publication from graduation has decreased in recent years. CONCLUSIONS: Expecting, rather than encouraging a publishable-ready manuscript as a course deliverable would further student's motivation to disseminate their scholarship. Focused attention on faculty co-authorship may help increase the number of successful student publications for both integrative reviews and evidence-based quality improvement projects and decrease the time from graduation for those publications. RELEVANCE TO CLINICAL PRACTICE: Dissemination of academic scholarly work is an expected outcome for Doctor of Nursing Practice graduates who impact clinical, operational and financial outcomes in complex healthcare delivery systems.


Assuntos
Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Pesquisa em Educação de Enfermagem/normas , Revisão da Pesquisa por Pares , Editoração/estatística & dados numéricos , Humanos , Disseminação de Informação , Revisão da Pesquisa por Pares/normas
13.
J Nurs Educ ; 56(11): 670-674, 2017 Nov 01.
Artigo em Inglês | MEDLINE | ID: mdl-29091236

RESUMO

BACKGROUND: There is a need to better understand the demographic and academic characteristics of individuals enrolled in online Master of Science in Nursing (MSN) programs. METHOD: This article reports a retrospective analysis of 4,079 students enrolled in one of three MSN programs: family nurse practitioner (FNP), nurse educator, and nursing administration. Demographic characteristics (i.e., gender, race, age) and academic variables (i.e., academic load, past undergraduate/graduate enrollment at the university) were examined for all enrollees. RESULTS: Students in the MSN programs were younger than the national mean age for RNs, were primarily White, and were enrolled part time. The sample was composed of a disproportionately higher percentage of students from ethnic minority backgrounds than national RN profiles. CONCLUSION: Study implications indicate that understanding the commonalities, differences, and educational experiences of students in on-campus and online MSN programs is important. The finding that almost 90% of online graduate nursing students enroll as part time has significant financial, family, and career implications. [J Nurs Educ. 2017;56(11):670-674.].


Assuntos
Educação a Distância/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Grupos Étnicos/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa em Educação de Enfermagem , Estudos Retrospectivos
14.
J Am Assoc Nurse Pract ; 29(10): 600-605, 2017 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-28805350

RESUMO

BACKGROUND AND PURPOSE: Criteria for admission to nurse practitioner (NP) and other professional programs provide a snapshot of students' potential for success in those programs. Critical examination of admission criteria is a vital component of ensuring timely matriculation and completion of NP programs. The purpose of the current study was to examine the relationship between admission criteria and student progression and completion of NP programs. METHODS: A retrospective review of 150 randomly selected student records from a total of 232 available records was conducted. A predictive correlational design was used to examine factors that influence success in NP programs. CONCLUSIONS: Statistically significant relationships existed among type of admission status, change in program concentration, age, Graduate Record Examination (GRE) verbal score, GRE quantitative score, total GRE scores, and program progression and completion. IMPLICATIONS FOR PRACTICE: Data collection from this and related research is paramount in developing information infrastructures that support consistent evaluation and revision of admission criteria and program curricula. Leaders in academia can use these data to achieve instructional excellence, improve education systems, and ensure timely matriculation through NP programs. This facilitates workforce planning and supports efforts to meet the expanding need for primary care providers.


Assuntos
Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Escolaridade , Profissionais de Enfermagem/educação , Adulto , Feminino , Humanos , Masculino , Profissionais de Enfermagem/normas , Profissionais de Enfermagem/estatística & dados numéricos , Estudos Retrospectivos , Critérios de Admissão Escolar/estatística & dados numéricos , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos
15.
Nurs Outlook ; 65(5): 633-642, 2017.
Artigo em Inglês | MEDLINE | ID: mdl-28579147

RESUMO

BACKGROUND: Faculty retirement has been a growing concern for the nursing education community given the impact it may have on preparing the future nursing workforce. PURPOSE: To estimate faculty retirements in 2016-2015 and to assess the impact of retirements on the faculty workforce. METHOD: The Least-Squares Regression and the Cohort Component Methods were used to project retirements. DISCUSSION: The study projected that total retirements in 2016-2025 would equal one third of faculty in 2015. Retirees are likely to come from current faculty aged 60 or older, and faculty aged 50-59 are likely to be their replacements. The impact of the retiring faculty on the faculty workforce will be huge given their overrepresentation in doctoral attainment, senior rank, and ability for graduate-level teaching. CONCLUSION: The findings suggest a sense of urgency for the nursing education community to address the impending exodus of senior faculty and to develop younger faculty for their successful succession.


Assuntos
Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/tendências , Docentes de Enfermagem/provisão & distribução , Reorganização de Recursos Humanos/estatística & dados numéricos , Reorganização de Recursos Humanos/tendências , Aposentadoria/estatística & dados numéricos , Adulto , Feminino , Previsões , Humanos , Masculino , Pessoa de Meia-Idade
16.
J Prof Nurs ; 33(3): 175-183, 2017.
Artigo em Inglês | MEDLINE | ID: mdl-28577810

RESUMO

Nursing students are often encouraged or required to submit scholarly work for consideration for publication but most manuscripts or course assignment papers do not meet journal standards and consume valuable resources from editors and peer reviewers. The International Academy of Nursing Editors (INANE) is a group of nurse editors and publishers dedicated to promoting best practices in publishing in the nursing literature. In August 2014, editors at INANE's annual meeting voiced frustrations over multiple queries, poorly written student papers, and lack of proper behavior in following through. This article describes the findings of a survey distributed to INANE members to seek feedback about submissions by students. Fifty-three (53) members responded to an online anonymous survey developed by the INANE Student Papers Work Group. Data were analyzed using descriptive statistics for Likert-type questions and content analysis of open-ended questions. Quantitative data revealed that most editors reported problems with student papers across all levels of graduate programs. Six themes emerged from the qualitative data: submissions fail to follow author guidelines; characteristics of student submissions; lack of professional behavior from students; lack of professional behavior from faculty; editor responses to student submissions; and faculty as mentors. These themes formed the basis for recommendations and strategies to improve student scholarly writing. Overall, editors endorsed supporting new scholars in the publication process but faculty engagement was integral to student success.


Assuntos
Publicações Periódicas como Assunto , Editoração/normas , Estudantes de Enfermagem , Redação/normas , Políticas Editoriais , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Docentes de Enfermagem , Humanos , Mentores/psicologia , Inquéritos e Questionários
17.
Rev. enferm. UFPE on line ; 11(6): 2459-2465, jun. 2017. ilus, tab
Artigo em Português | BDENF - Enfermagem | ID: bde-32175

RESUMO

Objetivo: descrever o panorama da pós-graduação lato sensu para enfermeiros em sua totalidade e contradições. Método: estudo exploratório-descritivo, com abordagem quantitativa. A pós-graduação é oferecida na Região Metropolitana de Salvador (BA), Brasil. A coleta foi realizada no laboratório de informática da Escola de Enfermagem da Universidade Federal da Bahia/UFBA. No tratamento dos dados, foi utilizado o Programa Microsoft Excel®, no qual, posteriormente, foi construído um banco de dados, sendo as variáveis analisadas e apresentadas em tabelas. Resultados: foram identificados 72 cursos de especialização oferecidos para enfermeiros em 20 instituições de ensino, localizadas apenas na cidade de Salvador. Conclusão: os cursos possuíam características variadas, o que permitiu maior acessibilidade e várias possibilidades para os profissionais. O presente estudo nos levou a reconhecer que, ao mesmo tempo em que é necessário ampliar o número de profissionais de enfermagem qualificados, é necessário também que essa ampliação considere as condições de saúde da população e do sistema de serviços de saúde. (AU)


Assuntos
Humanos , Masculino , Feminino , Educação de Pós-Graduação em Enfermagem , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Enfermeiras e Enfermeiros , Epidemiologia Descritiva
18.
Worldviews Evid Based Nurs ; 14(5): 412-418, 2017 Oct.
Artigo em Inglês | MEDLINE | ID: mdl-28388829

RESUMO

BACKGROUND: Doctors of Nursing Practice focus on leadership in evidence-based practice (EBP). EBP is influenced by one's beliefs in and implementation of EBP. Little is known to date about the EBP beliefs and implementation of Doctor of Nursing Practice students and outcomes of Doctor of Nursing Practice education. AIMS: Guided by the Advancing Research and Clinical practice through close Collaboration (ARCC) Model, the Evidence-Based Practice Beliefs (EBPB) and Implementation (EBPI) tools were used to assess the impact of EBP as a program pillar, curricular thread, and content area on EBPB and EBPI of Doctor of Nursing Practice-Family Nurse Practitioner students. METHODS: Five cohorts who completed the same curriculum were studied. Fifty-four of the 89 students across the five cohorts began and completed the study. RESULTS: Paired t-test for group effects showed statistical significance from pre- to post-measure in students overall EBPB, t = 4.4 (52), p < .001, and EBPI, t = 8.4 (52), p < .001. A large effect size of .75 standard deviation (SD) gain above the mean for EBPB, and a very large effect size of 1 SD gain above the mean for EBPI were observed. Repeated measures ANOVA showed that all cohorts made gains across the curriculum. Effect sizes for EBPB ranged from .25 to 1 SD above the mean, and .75 to 1.5 for EBPI. LINKING EVIDENCE TO ACTION: DNP students who are educated to be EBP leaders must have a curriculum that supports them in the knowledge and skill-set needed to translate evidence into practice. The ARCC Model can guide faculty in EBP curriculum development. EBPB and EBPI are valid and reliable measures to assess for gains across a curriculum. Through educational outcomes, educators can assess desired student outcomes for EBP across a curriculum and can build an evidence base for ongoing curriculum development.


Assuntos
Atitude do Pessoal de Saúde , Cultura , Educação de Pós-Graduação em Enfermagem/tendências , Prática Clínica Baseada em Evidências/normas , Estudantes de Enfermagem/psicologia , Adulto , Idoso , Análise de Variância , Estudos de Coortes , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Prática Clínica Baseada em Evidências/educação , Prática Clínica Baseada em Evidências/estatística & dados numéricos , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Psicometria/instrumentação , Psicometria/métodos , Estudantes de Enfermagem/estatística & dados numéricos , Inquéritos e Questionários
19.
J Am Assoc Nurse Pract ; 29(6): 348-355, 2017 Jun.
Artigo em Inglês | MEDLINE | ID: mdl-28272781

RESUMO

BACKGROUND: There is an ongoing shortage of child mental health professionals. Nurse practitioners (NPs) who completed behavioral and mental health training have proven that they can diagnose and manage many pediatric problems. PURPOSE: To ask the training directors of both child/adolescent psychiatry (CAP) and developmental/behavioral pediatric (DBP) programs about their receptivity and willingness to give additional training for NPs who provide care to children with behavioral and mental health issues and examine the main obstacles to the development of such programs. METHODS: A survey was sent to 151 CAP and DBP training directors in the United States. RESULTS: The return rate was 67% (N = 101). Only 12% expressed objection to the concept of additional NP training in CAP or DBP, but only 53% of training directors currently reported having sufficient faculty to do so. Some training directors reported already having advanced behavioral and mental health training programs for NPs (31%) and most (82%) would consider expanding, if funded. CONCLUSIONS: There is support for advanced training for NPs, but funding is needed to make this a reality. IMPLICATIONS FOR PRACTICE: Expansion of such programs might rapidly improve accessibility and reduce waiting time of mental health providers for children and adolescents.


Assuntos
Psiquiatria Infantil , Profissionais de Enfermagem/estatística & dados numéricos , Pediatria , Psiquiatria do Adolescente/métodos , Psiquiatria do Adolescente/estatística & dados numéricos , Psiquiatria Infantil/métodos , Psiquiatria Infantil/estatística & dados numéricos , Estudos Transversais , Currículo , Educação de Pós-Graduação em Enfermagem/métodos , Educação de Pós-Graduação em Enfermagem/normas , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Humanos , Profissionais de Enfermagem/provisão & distribução , Pediatria/métodos , Pediatria/estatística & dados numéricos , Psiquiatria , Inquéritos e Questionários , Estados Unidos , Recursos Humanos
20.
J Am Assoc Nurse Pract ; 29(5): 248-254, 2017 May.
Artigo em Inglês | MEDLINE | ID: mdl-28213909

RESUMO

BACKGROUND AND PURPOSE: To assess impact of a pharmacist-led educational intervention on family nurse practitioner (FNP) students' prescribing skills, perception of preparedness to prescribe, and perception of pharmacist as collaborator. METHOD: Prospective pre-post assessment of a 14-week educational intervention in an FNP program in the spring semester of 2014. Students participated in an online module of weekly patient cases and prescriptions emphasizing legal requirements, prescription accuracy, and appropriate therapy. A pharmacist facilitator provided formative feedback on students' submissions. Participants completed a matched assessment on prescription writing before and after the module, and a retrospective postsurvey then presurvey to collect perceptions. CONCLUSION: There was significant improvement in performance on error identification and demonstration of prescription elements from preassessment to postassessment (+17%, p < .001). The mean performance on both assessments was less than the 70% passing score. Students reported significant positive changes in perceptions, including all statements regarding their preparedness to prescribe and those addressing willingness to collaborate with pharmacists. IMPLICATIONS FOR PRACTICE: Formative education on prescribing enhanced students' understanding of safe and effective medication use with improved recognition and avoidance of prescribing errors, although it did not result in competency. Exposure to pharmacist expertise in this area may encourage collaboration in practice.


Assuntos
Prescrições de Medicamentos/normas , Educação de Pós-Graduação em Enfermagem/métodos , Profissionais de Enfermagem/educação , Farmacêuticos , Adulto , Prescrições de Medicamentos/enfermagem , Prescrições de Medicamentos/estatística & dados numéricos , Educação de Pós-Graduação em Enfermagem/estatística & dados numéricos , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Feminino , Humanos , Masculino , Profissionais de Enfermagem/estatística & dados numéricos , Ohio , Estudos Prospectivos
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