A Cohort Model of Mentoring as Facilitator to the Transition to an Academic Nurse Faculty Position Following Completion of a PhD.

Successful transition to an academic nurse educator role is challenging; it is necessary to identify facilitators and barriers that aide or hinder this process. This study used an autoethnographic qualitative design to explore the lived experiences of a cohort of faculty during their transition into a tenure-track role. Three facilitators (noncompetitive environment, resource sharing, and cohort approach) and two barriers (work-life balance and intrusion of old habits) emerged as themes.

Distracted Practice and Patient Safety: The Healthcare Team Experience.

Problem: Distracted practice is the result of individuals interacting with the environment and technology in the performance of their jobs. The resultant behaviors can lead to error and affect patient safety.

Methods: A qualitative descriptive approach was used that integrated observations with semistructured interviews.

Distracted Practice: A Concept Analysis.

Problem: Distracted practice is a growing concern for all healthcare professionals working in today's complex, technology-rich, acute care hospital environment. Distractions are a threat to patient safety, frequently cited as a contributing factor when reporting an adverse event. The number of new technologies introduced to the healthcare environment has significantly increased the number of distractions.