Newly graduated and nurse resident competencies: Perceptions of nurse faculty and acute care hospital leaders in the state of Maryland.

Background: The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.

Purpose: This research sought to identify, among Maryland nursing academic and practice leaders, a standard set of NGN competencies after completing their prelicensure program and nurse residency program (NRP) at 12 months.

Method: A mixed-method approach was used, including a survey of 109 outcome statements and faculty and practice leader focus groups.

Professional Identity in Nursing Scale 2.0: A national study of nurses' professional identity and psychometric properties.

Background: Professional identity is a relatively new concept in the nursing and health care literature. Using the definition of Professional Identity in Nursing (PIN) as its main construct, the authors developed and tested the second iteration of the Professional Identity in Nursing Scale (PINS 2.0) used to measure PIN from two perspectives, self and environment.

A framework for transforming the professional identity and brand image of All Nurses as Leaders.

Background: The professional identity and brand image of nurses as leaders have not kept pace with the roles and scope of contemporary nursing practice.

Purpose: To provide a framework to transform the professional identity and brand image of nursing from a caring discipline to one of leaders.

Methods: A Consensus Development Workgroup (CDW) design was used between the International Society for Professional Identity in Nursing (ISPIN) and the Institute for Brand Image of Nursing (IBIN) to advance the concept of All Nurses as Leaders across all settings and the public domain.

A Conceptual Model for Professional Identity in Nursing: An Interdependent Perspective.

The purpose of this initiative was to define the development, verification, and evolution of the conceptual model for Professional Identity in Nursing. This action research design occurred over two phases, utilizing observations, a modified Norris process for model development, and focus groups. Analysis consisted of conventional content analysis and the Fawcett method for conceptual model analysis and evaluation.

National Study of Nursing Faculty and Administrators' Perceptions of Professional Identity in Nursing.

Background: Establishing a professional identity in nursing is integral to professional development, yet this area of inquiry remains understudied.

Purpose: This segment of a multiphased national study measured nursing faculty's perceived level of importance regarding key components of professional identity in nursing using the newly developed Professional Identity in Nursing Survey (PINS).

Methods: Fifty subject matter experts from nursing education, practice, and regulation utilized the DeVellis scale development process to develop the PINS over the course of 2 years.

A think tank in action: Building new knowledge about professional identity in nursing.

A notable body of research regarding professional identity development and formation in nursing currently exists. Unfortunately, no one definition has guided a plan to build new knowledge within the profession. The think tank methodology used with professional identity in nursing has successfully brought together international leaders in education, regulation, and practice to begin to think, plan, study, and disseminate the findings of the professional identity in nursing initiative.

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.

Breakthrough Thinking in Nursing Education: The Baccalaureate Big 5.

A deliberate emphasis on breakthrough thinking led to a radically new, evidence-based model for baccalaureate generalist nursing education known as the Baccalaureate Big 5. This semistructured brainstorming process then led to wider application in other settings, creating new nursing education and practice opportunities state wide and nationally. How this was accomplished and how it can be duplicated by others is the intent of this publication.

Senior student nurse proficiency: A comparative study of two clinical immersion models.

This study focused on identifying the best clinical learning model that would support nursing practice readiness following each immersion experience. Practicum preceptors completed surveys in which evaluated student preparation/readiness by assessing clinical knowledge, technical skills, critical thinking, communication, professionalism, management of responsibilities, and overall performance. The study results yielded no statistical significance when comparing both models.

The baccalaureate big 5: what Magnet® hospitals should expect from a baccalaureate generalist nurse.

The Association of Colleges of Nursing Baccalaureate Essentials outcomes in an organizing framework, called the Baccalaureate Big 5, can have a similar effect in clearly communicating the scope and expectations of baccalaureate generalist nursing education.

From the inside out: a new approach to teaching professional identity formation and professional ethics.

Professional identity formation is a dynamic process that begins in undergraduate nursing education and continues to develop throughout one's professional career. In recent decades, nursing educators emphasized the social dimension of professional identity formation in which professionalization is achieved through following rules, codes, and standards set by the profession. Character or psychological development and the proper use of virtues like integrity, compassion, or courage are often part of the hidden curriculum.

Baccalaureate outcomes met by associate degree nursing programs.

In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs. Those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice. The 67 outcomes that were not met were in the categories of liberal education, organizational and systems leadership, evidence-based practice, healthcare policy, finance and regulatory environments, interprofessional collaboration, and population health.

Preparing nursing students to be effective health team partners through interprofessional education.

This article will provide an overview of recent significant activities related to interprofessional education to promote care quality through teamwork and collaboration, followed by a discussion of what nursing schools can do to develop the knowledge, skills, attitudes, and values to enhance health care team performance and care outcomes.

Of courage and leaving safe harbors.

If the health care system in the United States is to be sustainable, dramatic changes that result in better outcomes, lower costs, and improved quality are needed. As the largest group of health care providers, successful change will depend, in part, upon nursing practitioners, leaders, visionaries, advocates, and educators who are courageous enough to make difficult decisions and to follow through with actions. This philosophical inquiry addresses the nature of courage, types and motivations for courageous actions, and the complex psychological manifestations of thinking courageously.

The importance of being humble.

Scholarly work in philosophy, positive psychology, and other applied disciplines reconceptualize humility as an important element of reflection, change, and growth, but the change has not been mirrored in the nursing literature. Humility has a rich heritage and may be an implicit but fundamental construct in nursing. The value of humility for nursing education and practice rests in its conceptual basis for strategies that are currently being used.

Nurses' responses to ethical dilemmas in nursing practice: meta-analysis.

Aim: This paper is a report of a study to explore nurses' responses to ethical dilemmas in daily nursing practice.

Background: Concern about nurses' ethical competence is growing. Most nurses perceived that there were barriers in their work environment to ethical practice, compromising their ability to perform ethically.

Being a good nurse and doing the right thing: a qualitative study.

Despite an abundance of theoretical literature on virtue ethics in nursing and health care, very little research has been carried out to support or refute the claims made. One such claim is that ethical nursing is what happens when a good nurse does the right thing. The purpose of this descriptive, qualitative study was therefore to examine nurses' perceptions of what it means to be a good nurse and to do the right thing.