Professional development implications of Ebola virus disease education: part I.

This article is the first in a two-part series that explores how one large, integrated health care system swiftly responded to the emerging threat of Ebola virus disease. In this first article, the context and initial steps in planning staff education and training are outlined.

Professional development implications of Ebola virus disease education: part II.

This article is the second in a two-part series that explores how one large, integrated health care system swiftly responded to the emerging threat of Ebola virus disease. In this second article, the educational and training activities that were developed are described.

Fostering outcomes through education: a systems approach to collaboration and creativity.

Across the country, integrated health care systems continue to emerge and expand. Large multifacility organizations can present both challenges and opportunities for nursing professional development and continuing education activities. This article will explore how one large multifacility system is addressing the varied learning needs of nursing staff across the enterprise.

Creating a successful certification examination review program: the nursing process approach.

The nursing professional development specialist has an increasing expectation to design and implement learning activities for professional nurses. These activities are critical in developing excellence in nursing practice. The purpose of this article is to demonstrate a step-by-step approach to the development of a continuing education program, using the nursing process as an organizing framework.

Integrating quality and safety content into clinical teaching in the acute care setting.

Teaching the highest quality and safest practice has long been a goal of faculty members in pre-licensure nursing education programs. This article will describe innovative approaches to integrating quality and safety content into existing clinical practica. The core competencies identified by the Quality and Safety Education for Nurses project--patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics--serve as the framework for the teaching/learning exercises.

Current assessments of quality and safety education in nursing.

Concerns about the quality and safety of health care have changed practice expectations and created a mandate for change in the preparation of health care professionals. The Quality and Safety Education for Nurses project team conducted a survey to assess current levels of integration of quality and safety content in pre-licensure nursing curricula. Views of 195 nursing program leaders are presented, including information about satisfaction with faculty expertise and student competency development related to 6 domains that define quality and safety content: patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics.

The Carolina nursing experience: a service perspective on an academic-service partnership.

There is a renewed interest in and commitment to the strengthening of academic-service partnerships. This article will explore the developing relationship between the University of North Carolina at Chapel Hill School of Nursing and the University of North Carolina Hospitals--an example of a research university/academic medical center arrangement. The roles of academic and service leaders will be presented in terms of both the formation and maintenance of the partnership.

Making the magnet commitment.

With a nursing shortage upon us, hospitals are seeking American Nurses Credentialing Center's Magnet designation as a way to recruit and retain staff. This article outlines the steps involved in achieving this prestigious award. Emphasis is placed on the role nursing staff development plays in fulfilling Magnet standards and participating in the application process.