Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage.

Background: Our school had increased full-time and adjunct faculty vacancies. To deal with this crisis, we recruited our clinical nurse leader (CNL) graduates. Many reported not feeling prepared to teach.

An Integrative Review of Response Rates in Nursing Research Utilizing Online Surveys.

Background: Online surveys in nursing research have both advantages and disadvantages. Reaching a sample and attaining an appropriate response rate is an ongoing challenge and necessitates careful consideration when designing a nursing research study using an online survey approach.

Objective: In this study, we aimed to explore response rates and survey characteristics of studies by nurse researchers that used online methodologies to survey nurses, nursing students, and nursing faculty.

Introducing Nursing Students to Pastoral Care Providers Via Simulation.

During a mock code simulation scenario in a medical-surgical undergraduate nursing course, two priests as pastoral care providers were included as interprofessional team members. Perceptions of the inclusion of pastoral care in an end-of-life simulation were assessed as part of a mixed-method study that included a qualitative analysis of debriefing sessions. Students reported an increase in awareness of the role of pastoral care in healthcare and learned to consider the spiritual aspects of end-of-life care.

Psychometric Testing of the Preceptor Self-Assessment Tool (PSAT)-40 for Nursing Preceptors.

Background The aim of this study was to complete the third phase of development of the Preceptor Self-Assessment Tool (PSAT). Method Psychometric testing was conducted via an online Qualtrics survey with a statewide sample of 320 nurse preceptors from July to September 2020. Exploratory factor analysis and internal consistency and scale reliability testing were conducted on the 64-item PSAT.

A Longitudinal View of Perceptions of Entering Nursing Practice During the COVID-19 Pandemic.

Background The COVID-19 pandemic significantly changed the landscape of health care and transition to practice for new graduates. The purpose of this pilot study was to explore the effects of the pandemic on the first-year experience of new nurses. Method A longitudinal, observational, descriptive study design was used.

Development of the Preceptor Self-Assessment Tool and Use of the Content Validity Index.

Background: Competency of staff nurse preceptors is an essential factor that determines the success of preceptorship experiences. Competency assessment is complex, and no self-assessment tool exists.

Method: This article describes phase two of the development of the Preceptor Self-Assessment Tool (PSAT).

The quest for workload equity in nurse faculty teaching.

Background: While nurse faculty may believe that they teach more than faculty in other academic departments, their perceptions are difficult to corroborate when workload policies are not transparent at institutions.

Purpose: This descriptive study was designed to examine inequities in teaching workloads between nurse faculty and their academic colleagues from the perspectives of Deans and Directors of Nursing Programs.

Methods: A web-based, investigator-developed survey was emailed to Nurse Unit Leaders in spring, 2019.

A clinical nurse leader competency framework: Concept mapping competencies across policy documents.

To ensure Clinical Nurse Leaders (CNL) are prepared to function to the full scope of their master's level education, the American Association of Colleges of Nursing published a 2007 White Paper and a 2013 update articulating expected end-of-education and CNL practice competencies. The Commission on Nurse Certification published a CNL job analysis in 2016, which identified a core set of knowledge, skills, and abilities for entry-level practicing CNLs, as the basis for the CNL certification exam. While all share core themes, the language and organization of competencies differs across the three policy documents, resulting in potential ambiguity about expected CNL knowledge and practices, and how they differ from other nursing roles.

Advocating for Early-Career Nurse Innovators: Modeling the Institute of Medicine Report.

was published by the of Medicine (IOM) of the National Academies in 2011. The Missouri Nurses Foundation and Missouri nurses modeled a sustainable project, the Early Career Nurse Innovator Project, exemplifying the intent of that report. The Missouri Nurses Foundation Executive Board comprises experienced nurses, nurse educators, nurses in other leadership roles, retired nurses, public members of the board, and administrative support staff.

Perceptions of nurse preceptors of students and new graduates with learning difficulties and their willingness to precept them in clinical practice (Part 2).

The aim of this study was to describe the perceptions of nurse preceptors of nursing students and new graduate nurses with learning disabilities in clinical settings. Learning disabilities pose potential challenges in nursing education, especially in clinical settings when working with preceptors. Preceptors (N = 166) who attended a state-wide preceptor workshop responded to an electronic survey that assessed their perceptions.

Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation.

Direct Entry Master of Science in Nursing programs that incorporate Clinical Nurse Leader (CNL) education are relatively new in the United States. Little is known about the transition to practice experience of Master's prepared CNL graduates. This evaluation explored how Direct Entry Master of Science in Nursing CNL graduates perceived their transition to practice experience three years post-graduation.

Clinical education of nursing students with learning difficulties: An integrative review (part 1).

Schools of Nursing have witnessed an increase in the number of nursing students who struggle with learning difficulties. Support and accommodations are available in academic settings. Because nursing is a practice profession students also learn in clinical settings, which may not have similar support and accommodations.

Preceptors' Perception of Role Competency.

Background: Many variables contribute to the success of nursing students and new nurses in their transition to practice. Clinical orientation and training usually falls to staff nurse preceptors. Inherent in this dynamic is the assumption that staff nurses are prepared and able to assume this responsibility.

Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors.

Background: The clinical education of undergraduate nursing students relies heavily on the use of staff nurses who assume the preceptor role. The best and most efficient utilization of preceptors is unknown.

Method: This study reviewed Board of Nursing rules and regulations for all 50 states, the District of Columbia, and the U.

The Certified Clinical Nurse Leader in Critical Care.

Challenges of the current health system in the United States call for collaboration of health care professionals, careful utilization of resources, and greater efficiency of system processes. Innovations to the delivery of care include the introduction of the clinical nurse leader role to provide leadership at the point of care, where it is needed most. Clinical nurse leaders have demonstrated their ability to address needed changes and implement improvements in processes that impact the efficiency and quality of patient care across the continuum and in a variety of settings, including critical care.

Aging muscles and joints: mobilization.

Critical illness can impose immobility in older patients, resulting in loss of strength and functional ability. Many factors contribute to immobility, including patients' medical conditions, medical devices and equipment, nutrition, use of restraint, and staff priorities. Early mobilization reduces the impact of immobility and improves outcomes for older patients.

Development of an online orientation course for preceptors in a dedicated education unit program.

The dedicated education unit (DEU) is an emerging model of nursing education. Instead of an instructor-led clinical group, students are partnered with a unit staff nurse for precepted learning. These experiences in learning typically begin with early clinical courses.