Notes

A systematic review of porcine types in translational ache investigation.
DNP programs should follow the Academic-Practice Partnership guiding principles developed by the AACN-AONE Task Force of Academic Practice Partnerships (2012) to support students educational and practice experiences. This paper outlines the collaboration between a college of nursing (CON) and academic medical center in establishing a formal process for identification and vetting of student DNP projects.

A collaborative committee called DNP Project Oversight Committee (DNPPOC) was formed. DNPPOC members outlined a number of processes to facilitate DNP project review, key stakeholder input, and developed several tools to accomplish the committee's goals. A survey was sent to DNPPOC members to solicit their feedback on meeting the committees overall goals.

Medical center leadership reported improvements in the collection of key DNP project information and the distribution of DNP projects across facilitators and geographic locations. There was also report of perceived improvement in the overall quality of student learning opportunities, strategic direction of DNP projects, and alignment between CON and healthcare system goals.

Processes developed by the DNPPOC have allowed the organization to handle the increase in DNP projects and maximize organizational resources. The DNPPOC structure has ensured high-quality DNP projects and that DNP students are prepared to be leaders in quality improvement.
Processes developed by the DNPPOC have allowed the organization to handle the increase in DNP projects and maximize organizational resources. The DNPPOC structure has ensured high-quality DNP projects and that DNP students are prepared to be leaders in quality improvement.
The transition phase from student to nurse is an important time when new graduates grow and develop as professional nurses. Globally, the attrition rate of new graduate nurses is reported to range from 24.5 to 70%.

The study aimed to explore the barriers to, and facilitators of new graduate nurses' successful transition.

A convergent mixed methods design was used. Newly graduated nurses (n=212) were recruited from two K university medical centers. The quantitative research used a cross-sectional study, and the qualitative research used a focus group interview design. SGI-1027 order The survey and focus group interview were conducted from October to December 2017. The questionnaire comprised items on demographic characteristics (age, gender, employment duration, orientation duration, etc.) and items on transition experience, job satisfaction, self-efficacy, nursing work stress, and structural empowerment.

This qualitative study found that significant factors affecting transition (R
=0.41, F=35.29, p<.05) includedram, etc.) and enhance individual factors (self-efficacy, self-confidence, interaction, etc.), are important for new graduate nurses' successful transition into their professional roles.The transition period from student nurse to novice nurse is a stressful time. Patient outcomes, healthcare organizations, the new nurse, and the nursing profession can be negatively affected if the transition from nursing student to novice nurse is not a positive and successful experience. Currently, there are numerous interventions aimed at easing the transition for the new nurse with just as many instruments used to evaluate the success of the interventions in doing so. This integrative review examined quantitative studies that evaluated the outcomes of interventions implemented to ease the transition from student to professional nurse. The seven articles that met the criteria for this review discussed four types of programs and one curriculum revision and collectively used 14 instruments to measure a total of 18 concepts related to new nurse transition. Despite the significance of the studies' results that indicate interventions to ease the transition-to-practice experience are beneficial and can have a positive impact on areas such as job satisfaction and retention, overall findings from this integrative review suggest the need for greater standardization of concepts that should be evaluated and the instruments used to determine if new nurses are successfully transitioning into professional nursing.
Nursing students are required to be adequately prepared to use Information and Communication Technologies (ICT) in clinical practice. Yet, studies conducted worldwide indicate personal, organizational, and social barriers reported by students and a discrepancy between clinical resources and students' needs.

To explore nursing students' usage of ICT during clinical placement and the associations between students' ICT acceptance, human and organizational resources, and ICT usage.

Data were collected from 303 second and third year Israeli nursing students, through a self-administered structured questionnaire.

The use of Medical Health Records during clinical placements was rated highest (M=4.62, SD=0.74, range 1-5), whereas the use of e-Books was rated lowest (M=2.26, SD=1.37, range 1-5). Positive correlations were found between ICT use and human resources, social influence, organizational resources, and performance expectancy. Significant differences were found according to study years and proficiency in computer skills between students. Perceived human resources, cultural group, Hebrew proficiency, and social influence explained 28% of students' variance in ICT usage.

Nurse administrators and educators should promote the preparation of clinical settings in accordance with students' needs and proficiencies. Moreover, the development of curricula and clinical practicums must also take into account the role of organizational, social, and computer proficiency in students' ICT adoption.
Nurse administrators and educators should promote the preparation of clinical settings in accordance with students' needs and proficiencies. Moreover, the development of curricula and clinical practicums must also take into account the role of organizational, social, and computer proficiency in students' ICT adoption.Academic leaders in nursing have invested vast resources such as dedicated space, technology, and facilitator education to support their simulation centers. In order to maximize return on investment, one school of nursing and health sciences conducted external leadership training for corporate business mid-level managers utilizing the expertise of their certified simulation educators and their accredited simulation center. The simulation team developed nine scenarios that focused on common corporate workplace challenges. Actors who would normally portray the role of simulated 'patients' were reimagined as standardized 'corporate executives and employees,' and several communication tools from the TeamSTEPPS® curriculum were adapted for use in the corporate setting. These tools were explained in a brief didactic and discussion format prior to use in simulations. Learners participated in simulation scenarios and debriefing exercises using several evidence-based methods. Details related to scenario development, standardized patient training, training experience design, large group simulations, cost development and recommendations for success are provided. Executive evaluations of the experience were so positive that the leadership training has been expanded to other external organizations.In 2015, Ethiopia's first PhD in nursing program was established in collaboration between the Addis Ababa University (AAU) and Emory University Schools of Nursing. Eleven students have entered the program since its inception, six have successfully defended their proposals, one has graduated, and two have received Fogarty Global Health Fellowships. This paper describes the evolution of this international partnership and the innovative processes and mechanisms involved in program implementation; the authors address the description of the program, central implementation challenges, notable outcomes, and student achievements. One key implementation challenge has been that, although nursing is one of the largest healthcare workforces in Ethiopia, nurses remain underutilized and undervalued in the workplace. This treatment is due, in part, to limited professional regulations, leading some of the PhD students to apply their leadership skills to advocate for national practice reform. According to students, the PhD program has been a means not only to improve nursing research capacity and education in Ethiopia, but also to generate the regulations necessary for graduates to practice according to their degree. While the opportunity to generate knowledge is vitally important, students also value the chance to transform the profession of nursing.A major transformation in nurse practitioner (NP) education is the emergence of post graduate residencies; their foci include (a) educating NPs in population health; (b) increasing clinical proficiency; and (c) incorporating quality and safety into practice. We describe a psychiatric NP residency program supported by an academic-practice partnership, known as the Veterans Affairs Nursing Academic Partnership for Graduate Education (VANAP-GE) between the Birmingham Veterans Administration Medical Center (BVAMC) and the University of Alabama at Birmingham (UAB) School of Nursing (SON) for a population of Veterans with complex mental and physical health needs. Topics which are covered include risks of suicide among Veterans, post-traumatic stress disorder, depressive and anxiety disorders, and substance use disorders. During this one-year traineeship during the first year after NP certification, residents engage in development of crucial skills for improving the future of U.S. health care. All residents are newly licensed PMHNPs, but some are also pursuing DNP degrees. For residents who are simultaneously enrolled in BSN to DNP programs, the additional clinical training afforded by NP residency education provides a natural laboratory for their projects with foci of quality and safety, leadership, and clinical scholarship. Reduction in NP turnover as well as cost savings of orientation and recruitment are significant benefits for the practice partner with zero vacancies since the partnership's inception. These multiple successes predict increased establishment of residencies as viable post graduate pathways for NPs.
Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers.

This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers.

Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes.

Findings revealed five themes pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task.

This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.
This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.
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