Building coalitions: A statewide nursing organization's role in changing nursing education regulation during the COVID-19 pandemic.

The California Association of Colleges of Nursing (CACN), representing California's baccalaureate and higher degree nursing education programs, has raised concerns for over two-years about the number, relevance, and legitimacy of nursing education regulations. Formal CACN letters to state regulators did not affect change. While California nursing education regulations require 75% direct patient contact for all clinical courses, meeting this requirement became impossible as clinical agencies closed to nursing students during the beginning of the COVID-19 pandemic.

Using innovative models in transition to practice and Master's Entry programs to teach ambulatory and primary care nursing.

With advancements in health care and changes in reimbursement that contribute to shorter hospitalizations, health care delivery is increasingly shifting to other settings to include skilled nursing, home care, and outpatient areas. There is a well-documented shortage of hospital-based capacity for clinical placements in California. The need for clinical placements is creating an opportunity to utilize ambulatory care settings as innovative alternative learning experiences for prelicensure nursing students.

Statewide political activism for California academic nursing leaders.

The California Association of Colleges of Nursing (CACN) is a not-for-profit, non-partisan nursing organization whose members are the universities' Schools of Nursing that offer baccalaureate and graduate degree programs in California. The nursing deans and directors are the individuals who attend scheduled statewide meetings and actualize the mission, vision, and governance of this organization. Starting in 2011, CACN began a journey toward greater political activism that was initiated by strategic planning.

The power of nursing: An innovative course in values clarification and self-discovery.

Teaching for a practice is more than the dissemination of knowledge and information to the learner. Professional nursing education requires teachers to facilitate students' self-reflection and awareness and assimilation of core professional and personal values in order for the new nurse to anchor and internalize these values as part of a professional identity. To achieve this, nursing educators recognize the importance of learning opportunities centered in the affective domain and the importance of teaching for professional formation that supports nursing students' commitment to the values of their chosen community of practice.

NEXus: Making Efficient Use of Limited Resources.

Faculty to teach and mentor doctoral nursing students are and will continue to be in short supply. Coupled with ever-increasing resource-constricted educational environments, doctoral programs are challenged to provide high-quality education with limited resources. The Nursing Education Exchange (NEXus) is a viable solution to help meet that challenge.

Job satisfaction and turnover intention among Jordanian nurses in psychiatric units.

Psychiatric nursing has been identified as a stressful occupation, and this stress could affect individuals' health, well-being, and job satisfaction. The stress of nurses might also affect the organization in terms of absenteeism and quality of care. The purpose of this study was to examine the relationship between job satisfaction and turnover intention among Jordanian nurses in the psychiatric units of the Jordanian National Mental Health Center.

Success indicators for an accelerated masters entry nursing program: staff RN performance.

The purpose of this exploratory research study was to assess employment performance outcomes of students who completed the prelicensure segment of an accelerated graduate entry program, the Masters Entry Program in Nursing (MEPN) at the University of California, San Francisco. MEPN RNs and their managers at three study sites completed a survey constructed from staff RN performance criteria position descriptions and participated in focus groups. Data were used to evaluate staff RN employment performance and how well the educational program prepared students for the staff RN role.