From a student body of 1987, 647 students, comprising 33%, submitted responses; of these, 567 responses were deemed complete and underwent analysis. Student feedback from both pre-licensure and RN/APRN candidates was compared, and the comments were combined into a summary report.
Students overwhelmingly (96%) agreed that learning about SU and substance addictions is a necessary component of education. Undergraduates expressed strong interest (70%) in an addictions focus area for their BSN, mirroring the significant student interest (80%) in addiction courses and the graduate certificate program (61%). Addressing addiction concerns displayed a moderate degree of perceived understanding. Students' perceived learning deficits primarily centered on understanding problem gambling, communicating effectively about suicidal thoughts, evaluating their readiness for positive change, and accessing community resources. Pre-licensure students demonstrated greater levels of motivation and job satisfaction in their professional relationships with those having SU, outperforming RN/APRNs.
Curricula on addictions were significantly informed by student responses, exploring topics like substance abuse, gambling, and the broader spectrum of addictions. The School of Nursing has established and offered elective courses, an undergraduate focus, and a graduate certificate, following thorough development and testing.
The development of addictions curricula, encompassing substances, gambling, and other addictions, benefited significantly from student feedback. A graduate-level certificate, elective courses, and an undergraduate focus area have been launched by the School of Nursing after successful trials.
Clinical performance, a major criterion in evaluating nurse practitioner students, has been assessed by faculty on-site visits in the past. The recent COVID-19 pandemic has further compounded the challenges associated with site visits, given the growth of distance learning and online programs, demanding the implementation of innovative strategies for success. An innovative method of evaluating student performance, the Peer Patient Round Table (PPRT) was developed. A telehealth platform facilitates the use of standardized patient simulation and shared role-play. During the PPRT evaluation, students engaged in a coordinated role-playing exercise involving the roles of a patient, a nurse practitioner student, and a preceptor, each in individual case studies. Radford University's family nurse practitioner program, situated in Southwest Virginia, implemented the PPRT method as an alternative student evaluation approach starting in May 2020, amid the COVID-19 pandemic, for a period of two years. After the first year of employing the PPRT method, students and faculty were questioned regarding the effectiveness of PPRT as a clinical assessment method, along with their satisfaction with this specific approach. bio-mimicking phantom This article dissects PPRT procedures, coupled with insights from faculty and student experiences, and the extracted lessons.
A considerable portion of the healthcare workforce is comprised of nurses, who commonly serve as the initial point of contact regarding health and illness with individuals. Nurses' education plays a critical role in delivering quality healthcare, particularly when caring for individuals with significant illnesses. According to the newly released AACN Essentials Competencies for Professional Nursing Education, hospice/palliative/supportive care is one of four delineated nursing care areas. Undergraduate nursing schools in Massachusetts require assessment regarding their content about care for individuals with serious illnesses, laying the foundation for a state-level approach to ensure high-quality primary palliative care education for students.
Primary palliative nursing education within baccalaureate nursing programs in Massachusetts was assessed using a statewide survey of colleges and schools of nursing, conducted between June 2020 and December 2020. The survey's success in identifying the programs was contingent upon the project's collaboration with the Deans of the college/school of nursing.
Primary palliative nursing education, as a formal component of nursing programs, is noticeably lacking in a considerable number of Massachusetts institutions, as revealed by the survey. Yet, programs are open to support and readily available resources.
The survey's data were pivotal in developing a successful strategy to integrate primary palliative nursing education into the undergraduate baccalaureate nursing curricula of Massachusetts. A survey's strategic application can function as a model for use in other states.
The survey's findings offered critical information for developing a successful strategy to support primary palliative nursing education in Massachusetts' undergraduate baccalaureate nursing curricula. Other states may find a survey approach to be a useful model.
Palliative care specialists, while crucial, are insufficient to address the burgeoning need for palliative care services. To ensure equitable access, primary palliative care must be delivered interprofessionally by generalist health professionals. Through a combination of educational competencies and clinical practice guidelines, these clinicians are enabled to integrate palliative care principles into their practice.
This study examined how the AACN Essentials prepared entry-level nursing students to function as competent members of the interdisciplinary primary palliative care team, as defined by the National Consensus Project (NCP) for quality palliative care clinical practice.
Employing a process of crosswalk mapping that involved the Essentials domains, the Competencies and Recommendations for Educating Undergraduate Nursing Students (CARES) statements, and the NCP Guidelines, the nurse educators worked diligently.
The Essentials are perfectly aligned with each of the eight NCP domains. Overlapping sections coexisted with areas where the documents diverged in focus.
How educational capabilities and clinical standards can lead to skillful palliative care is the subject of this project. It also outlines how nurses are prepared for collaborative palliative care delivery.
Educational competencies and clinical guidelines are scrutinized in this project to reveal their implications for effective palliative care practice. It further describes the nurses' preparedness for collaborative efforts in palliative care.
The new AACN Essentials Core Competencies for Professional Nursing Education provide a chance for nursing education to reshape the educational preparation of our future workforce by establishing new standards for all member schools to integrate into their academic programs. Following the establishment of these enhanced academic guidelines, a substantial number of nursing programs nationwide are re-evaluating their program outcomes and moving from conceptual learning to competency-based instruction. This article describes the introductory stages of a quality enhancement initiative to incorporate the new AACN Essentials into a large multi-campus nursing school's undergraduate program. The article provides a framework for learning and development to support and guide the practices of other nursing schools.
The emotionally taxing nature of the complex healthcare system demands that nursing students possess effective reasoning skills. Clinical reasoning, a multifaceted cognitive process, frequently neglects the significant role emotions play within its framework.
This pilot study sought to investigate the emotional intelligence (EI) of senior Bachelor of Science in Nursing (BSN) students and its correlation with their clinical reasoning abilities, ultimately aiming to provide insights into how emotions affect learning experiences in the clinical setting.
Employing a convergent parallel mixed-methods strategy, this study was conducted.
Quantitative results highlight a positive connection between Strategic EI and the clinical reasoning scale's inference aspect (r).
The observed relationship was statistically significant (F = 0489, p = .044). A positive relationship was established between the Emotional Intelligence subcomponent of Understanding Emotions and the overall performance in clinical reasoning tasks, as measured by the correlation coefficient (r).
The outcome variable demonstrated a statistically significant correlation (p = 0.024) with the clinical reasoning scale of induction.
The analysis revealed a noteworthy association (p = .035, t = 0530). The categories (1) Sadness for, (2) Shifting Emotions, and (3) Presence, arising from qualitative data, were supported by the quantitative data.
Reasoning and caregiving in clinical settings rely heavily on the construct of EI. Nurse educators can bolster the safety of nurses' practice by emphasizing emotional intelligence development.
For successful reasoning and compassionate care in clinical settings, EI is an essential construct. Enhancing emotional intelligence within nursing education could be a means to prepare nurses for safe practice.
Nursing PhD graduates are well-positioned to pursue diverse career prospects, both inside and outside of the academic setting. While navigating career choices, students are confronted by the challenges presented by mentor-mentee dynamics, conflicting obligations, and the limitations of available resources. Perinatally HIV infected children The methodology behind a project, encompassing the development, implementation, and evaluation stages, aimed at supporting PhD nursing career trajectories, is presented in this article.
Over a four-week period, a student-created project was realized, mirroring the four career paths that the students had identified. Descriptive statistics served as the analytical tool for the quantitative survey questions. Pamapimod Alongside the assessment of field notes, open-ended question responses were likewise explored.
Post-implementation survey results indicated that all participants benefited from the sessions and recommended the workshop be offered annually. Students' questions centered on three distinct aspects of career paths: job hunting, choosing a career, and post-employment experiences. Important tasks, strategies, wisdom, and personal reflections, featured in discussions led by workshop speakers, benefitted PhD students.