formation continue_articles

Nurses' self-regulated learning in clinical wards: Important insights for nurse educators from a multi-method research study.

Sat, 01 Jun 2024 04:00:00 +0000

Nurse Education Today; 06/01/2024
(AN 176465848); ISSN: 02606917
CINAHL Complete

Perspectives on self-directed learning in bioscience in nurse education – An integrative review.

Sat, 01 Jun 2024 04:00:00 +0000

Nurse Education Today; 06/01/2024
(AN 176465834); ISSN: 02606917
CINAHL Complete

Factors associated with continuing education needs in medication administration among school nurses.

Wed, 01 May 2024 04:00:00 +0000

Journal of Advanced Nursing (John Wiley & Sons, Inc.); 05/01/2024
(AN 176636036); ISSN: 03092402
CINAHL Complete

Difficulties experienced in clinical learning settings for nurses in Iraq: Perspectives of nursing administrators and nursing instructors

Sat, 20 Apr 2024 08:27:37 +0000

Author Names: Attia Y.K.,Ibrahim R.H.

Database Source: Embase Weekly Updates

Journal Title: Informatics in Medicine Unlocked

Article Title: Difficulties experienced in clinical learning settings for nurses in Iraq: Perspectives of nursing administrators and nursing instructors

Year: 2023

Issue:

Volume: 38

Abstract: Objectives: The study examined the difficulties nurse administrators-instructors experience in clinical education. Method(s): A descriptive cross-sectional study was conducted in a Nursing College at the 18 Universities in Iraq from 21 September 2022 to 1 December online questionnaire was designed to assess the difficulties of the Clinical Learning Environment (CLE) from the perspectives of both nursing administrators and instructors. It consisted of two parts, with part one consisting of demographic data such as age, gender, university, educational level, and profession. Part two was focused on factors that affect the CLE and included 52 Likert-scale statements, using a 5-point scale; 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, 5 = strongly agree. The statements related to six different CLE dimensions: clinical instructor challenges (8 statements), administration challenges (14 statements), hospital challenges (8 statements), laboratory challenges (5 statements), student-related challenges (10 statements), and organizational challenges (7 statements). Result(s): Descriptive statistics such as frequencies and percentages were used to analyze the data, and the results were displayed in tables. The results showed that the clinical learning environment in Iraq is facing several difficulties, which should be addressed to improve the quality of nursing education. Clinical instructor challenges had the highest frequency, with 106 (49.30%) challenges identified. Administration challenges followed close behind, with 53 (24.02%). Hospital challenges came third with 64 (29.19%), while laboratory challenges had 67 (30.44%). Student-related challenges had a total of 65 (29.12%), and organizational challenges had the lowest frequency, with a total of 33 (15.35%). Correlation tests were applied to identify relationships among the variables. Conclusion(s): Clinical education requires strong cooperation between schools and hospitals. Clear communication and constructive feedback should be established through regular meetings. Students should be adequately prepared for their work with nurses and health care teams through resources such as textbooks, lectures, and practical experience. Copyright © 2023 The Authors

Establishing excellence: Implementation of an onboarding and continuing education curriculum for pediatric intensive care unit nurse practitioners and physician associates

Sat, 20 Apr 2024 08:27:37 +0000

Author Names: Thomas J.K.,Arnold M.A.,Woodend K.R.,Riccioni M.J.,Rissmiller B.J.

Database Source: Embase Weekly Updates

Journal Title: Journal of the American Association of Nurse Practitioners

Article Title: Establishing excellence: Implementation of an onboarding and continuing education curriculum for pediatric intensive care unit nurse practitioners and physician associates

Year: 2024

Issue: 4

Volume: 36

Abstract: ABSTRACT: This study describes a novel curriculum for onboarding and clinical education for nurse practitioners and physician associates (NPs and PAs) in the pediatric intensive care unit setting. The objective was to provide details on the initial orientation and continuing education program to ensure the attainment of knowledge and skills needed to care for critically ill patients safely and effectively. A needs assessment was completed, and a knowledge gap identified in five themes: (1) in-depth knowledge on common critical care diagnoses; (2) understanding of pathophysiology; (3) disease management processes; (4) critical thinking; and (5) procedure competency. Using Kern 6-step curriculum and the Kirkpatrick evaluation model, we designed a program for orientation and continuing education for critical care NPs and PAs. Transformative learning theory provided the framework for the program because the cyclical steps of disorienting dilemma, critical reflection, discourse, and action were used repeatedly to transform a new graduate to a competent critical care provider and then into an expert who is able to, in turn, teach others. A total of 31 NPs and 5 PAs completed the 12-week orientation phase. Participants reported that the orientation phase was valuable to their educational advancement and increased critical care knowledge. All participants showed improvement in knowledge, skills, and ability to provide competent patient care. Copyright © 2023 American Association of Nurse Practitioners.

Student Nurse Anesthetists' and Supervisors' Perspectives of Learning in the Operating Room: An Integrative Review

Sat, 20 Apr 2024 08:27:37 +0000

Author Names: Hedlund J.,Blomberg K.,Hjelmqvist H.,Jaensson M.

Database Source: Embase Weekly Updates

Journal Title: Journal of perianesthesia nursing : official journal of the American Society of PeriAnesthesia Nurses

Article Title: Student Nurse Anesthetists' and Supervisors' Perspectives of Learning in the Operating Room: An Integrative Review

Year: 2024

Issue: 2

Volume: 39

Abstract: PURPOSE: The purpose of this review was to identify supporting and hindering factors for student nurse anesthetists' (SNAs') learning in the operating room during clinical practice, from students' and supervisors' perspectives. DESIGN: An integrative review. METHOD(S): Systematic searches were conducted in Medline, Cinahl, PsycInfo, and ERIC. Search terms were related to nurse anesthetist, education, operating room context, and clinical setting. Searches were performed at three points in time and in total 1,530 unique articles were identified. After screening using Covidence and using Joanna Briggs Institute appraisal tools, 34 articles remained. These were analyzed inductively using a constant comparison method. FINDINGS: Supporting factors include preparation before clinical practice, clearly stated expectations, a respectful relationship with the supervisor, daily planning and communication, and constructive feedback. Hindering factors include lack of time, disruptive behavior from supervisors or other team members, and environmental factors such as a high room temperature and noisy environment. CONCLUSION(S): SNAs' learning situation in the operating room resembles undergraduate nurses' learning during clinical practice. Educators and supervisors can take several actions to promote SNAs' learning. Further research is warranted on the effect of teamwork on SNAs' learning. Copyright © 2024 The American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

Nurse Practitioner Certification Examination Development: From Reflecting Clinical Practice to Ensuring Lifelong Learning

Sat, 20 Apr 2024 08:27:37 +0000

Author Names: Myers T.,Chappell K.,Godwin C.,Krissel J.,Ramirez J.,Smith J.

Database Source: Embase Weekly Updates

Journal Title: Journal of the American Psychiatric Nurses Association

Article Title: Nurse Practitioner Certification Examination Development: From Reflecting Clinical Practice to Ensuring Lifelong Learning

Year: 2024

Issue:

Volume:

Abstract: OBJECTIVE: Certifications in psychiatric-mental health nursing promote safe practice by psychiatric-mental health nurse practitioners (PMHNPs) and nurses (PMHNs) and help protect the public from harm. This protection begins with the development of an examination that meets rigorous national education, practice, and accreditation standards and reflects PMHNPs' or PMHNs' clinical practice. Achievement and maintenance of a certification is a journey that involves a commitment to lifelong learning and the improvement of the field of psychiatric-mental health nursing through involvement in the examination process. METHOD(S): This discussion paper outlines the role nurses can play in the development of certification examinations. It describes the process of developing an effective certification examination, including the role of standards, accrediting bodies, and content experts; determining necessary tasks, knowledge, and skills; surveying practitioners to validate information; writing test questions; and ongoing analysis of examination content. The Psychiatric-Mental Health Nurse Practitioner (across the lifespan) Certification (PMHNP-BC) is presented as an example of the process. RESULT(S): This discussion paper raises awareness of how certification exams are developed, PMHNPs participate in certification development, and volunteering promotes career development. CONCLUSION(S): The PMHNP-BC examination is based on education, practice, and certification accreditation standards and reflects current clinical practice. PMHNPs can (a) point to the rigor of certification as an indication of the quality of care they deliver, (b) volunteer to participate in the examination process to ensure examination rigor, and (c) advance their careers through the development and application of a valuable skill set.

PRIMARY CARE PHYSICIAN ENGAGEMENT IN IMPLEMENTING A MACHINE-LEARNING ALGORITHM FOR TARGETED SCREENING OF FAMILIAL HYPERCHOLESTEROLEMIA.

Wed, 03 Apr 2024 04:00:00 +0000

Journal of the American College of Cardiology (JACC); 04/03/2024
(AN 176124462); ISSN: 07351097
CINAHL Complete

In-service educational learning factors related to nursing competence among new nurses.

Mon, 01 Apr 2024 04:00:00 +0000

Collegian; 04/01/2024
(AN 175681765); ISSN: 13227696
CINAHL Complete

A Qualitative Exploration of School Nurse Continuing Education Needs.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of School Nursing; 04/01/2024
(AN 175940646); ISSN: 10598405
CINAHL Complete

Evidence-Based Nursing Practice: A Different View: Book Review of Evidence-Based Practice for Nurses: Appraisal and Application of Research by Nola A. Schmidt and Janet M. Brown (2022). Jones & Bartlett Learning.

Mon, 01 Apr 2024 04:00:00 +0000

Nursing Science Quarterly; 04/01/2024
(AN 176065009); ISSN: 08943184
CINAHL Complete

Student Nurse Anesthetists' and Supervisors' Perspectives of Learning in the Operating Room: An Integrative Review.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of PeriAnesthesia Nursing; 04/01/2024
(AN 176296338); ISSN: 10899472
CINAHL Complete

Talking your language: communication between generations: Five nurses discuss the learning opportunities and potential challenges in teams with different levels of experience and staff at different career stages.

Mon, 01 Apr 2024 04:00:00 +0000

Nursing Standard; 04/01/2024
(AN 176395421); ISSN: 00296570
CINAHL Complete

A Mixed-Methods Exploration of Competencies and Professional Development Needs Among Chief Certified Registered Nurse Anesthetists.

Mon, 01 Apr 2024 04:00:00 +0000

AANA Journal; 04/01/2024
(AN 176396467); ISSN: 00946354
CINAHL Complete

Effective clinical learning for nursing students: Approaches that meet student and nurse needs.

Mon, 01 Apr 2024 04:00:00 +0000

American Nurse Journal; 04/01/2024
(AN 176421409); ISSN: 26899272
CINAHL Complete

How can nursing teams improve communication between generations?: Five nurses discuss the learning opportunities and challenges in teams that comprise different levels of experience and staff at different career stages...Robinson S

Mon, 01 Apr 2024 04:00:00 +0000

Nursing Management - UK; 04/01/2024
(AN 176404794); ISSN: 13545760
CINAHL Complete

Establishing excellence: Implementation of an onboarding and continuing education curriculum for pediatric intensive care unit nurse practitioners and physician associates.

Mon, 01 Apr 2024 04:00:00 +0000

Journal of the American Association of Nurse Practitioners; 04/01/2024
(AN 176468789); ISSN: 23276886
CINAHL Complete

Access to continuous professional development for capacity building among nurses and midwives providing emergency obstetric and neonatal care in Rwanda.

Fri, 29 Mar 2024 04:00:00 +0000

BMC Health Services Research; 03/29/2024
(AN 176340183); ISSN: 14726963
CINAHL Complete

Exploring intensive care nurses' perception of simulation‐based learning: A systematic review and meta‐synthesis.

Fri, 01 Mar 2024 05:00:00 +0000

Journal of Clinical Nursing (John Wiley & Sons, Inc.); 03/01/2024
(AN 175448011); ISSN: 09621067
CINAHL Complete

Student Simulation Professional Development: Adding Value to the Pediatric/Neonatal Clinical Nurse Specialist Role.

Fri, 01 Mar 2024 05:00:00 +0000

Clinical Nurse Specialist: The Journal for Advanced Nursing Practice; 03/01/2024
(AN 175522051); ISSN: 08876274
CINAHL Complete

Curricula Mapping of Physician Associate/Physician Assistant-Comparable Professions Worldwide Using the Learning Opportunities, Objectives, and Outcomes Platform.

Fri, 01 Mar 2024 05:00:00 +0000

Journal of Physician Assistant Education (Lippincott Williams & Wilkins); 03/01/2024
(AN 175571149); ISSN: 19419430
CINAHL Complete

Practice Nurse Bite-Sized Learning: Understanding Familial Hypercholesterolemia.

Fri, 01 Mar 2024 05:00:00 +0000

Practice Nurse; 03/01/2024
(AN 176115713); ISSN: 09536612
CINAHL Complete

Online Group Supervision as Pedagogy: A Qualitative Inquiry of Student Mental Health Nurses' Discourses and Participation.

Fri, 01 Mar 2024 05:00:00 +0000

Issues in Mental Health Nursing; 03/01/2024
(AN 176211252); ISSN: 01612840
CINAHL Complete

The effect of a distance education training program on nurse Interns' readiness for distance education and their perceptions of lifelong learning.

Fri, 01 Mar 2024 05:00:00 +0000

Nursing Open; 03/01/2024
(AN 176335580); ISSN: 20541058
CINAHL Complete

Over twenty years of pedagogical research from Nurse Education in Practice: A bibliometric analysis from 2001 to 2023.

Fri, 01 Mar 2024 05:00:00 +0000

Nurse Education in Practice; 03/01/2024
(AN 176433752); ISSN: 14715953
CINAHL Complete

ASCO MEMBERS SHARE FEEDBACK ON ABIM'S MAINTENANCE OF CERTIFICATION PROGRAM.

Fri, 01 Mar 2024 05:00:00 +0000

ASCO Connection; 03/01/2024
(AN 176515139); ISSN: 21552592
CINAHL Complete

Nurse anaesthetists' experiences of student nurse anaesthetist learning during clinical practice: a qualitative interview study.

Wed, 28 Feb 2024 05:00:00 +0000

BMC Nursing; 02/28/2024
(AN 175982650); ISSN: 14726955
CINAHL Complete

Usefulness of pedagogical design features of a digital educational resource into nursing home placement: a qualitative study of nurse educators' experiences.

Wed, 21 Feb 2024 05:00:00 +0000

BMC Nursing; 02/21/2024
(AN 175566008); ISSN: 14726955
CINAHL Complete

Abortion education: What are future physicians learning in medical school?