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Equity in Every Beat: Advancing Women’s Heart Health through Early Identification, Education, and Partnerships
No full textEquity in Every Beat: Advancing Women’s Heart Health through Early Identification, Education, and Partnerships is a global advocacy initiative addressing disparities in cardiovascular care among women.
Background: Cardiovascular disease remains the leading cause of death in women worldwide, yet it is frequently underrecognized and undertreated due to implicit bias, misdiagnosis, and barriers to care. With one in three women globally succumbing to heart disease, there is an urgent need for improved early detection and intervention. This initiative aligns with Sustainable Development Goals (SDGs) 3 (Good Health and Well-being), 4 (Quality Education), and 17 (Partnerships for the Goals), focusing on empowering women through collaborative, telehealth-driven, multichannel outreach.
Objective: This advocacy plan aims to enhance early identification, improve education, and promote equitable cardiovascular care for women globally by leveraging telehealth technologies and strategic partnerships.
Methods: The multi-faceted approach targets women, healthcare providers, and community partners through advocate training, coalition building, ongoing monitoring, social media campaigns, public service announcements, scholarly publications, targeted cardiovascular education, and telehealth-enabled services. A centralized, multilingual digital platform will host educational materials and recorded sessions to broaden reach and accessibility.
Expected Outcomes: By harnessing innovative telehealth tools and collaborative networks, this initiative strives to increase early diagnosis, expand access to quality care, raise public and professional awareness, and ultimately reduce gender disparities in cardiovascular health on a global scale
Authentic Leadership in Nursing: Global Impact and Insights from an Integrative Review
No full textThe purpose of the integrative review is to analyze the current literature to determine authentic leadership impact on nursing outcomes world-wide. Authentic leadership theory, studied extensively in recent years, is a critical component of effective leadership in healthcare linked to improved patient outcomes, increased healthy work environments, and decreased burnout rates among nurses. An integrative literature search on “authentic leadership”, “outcomes” and “nursing” was conducted in five electronic databases: CINAHL, EMBASE, Web of Science, Scopus, and MEDLINE via the PubMed portal, from February 2023 to April 2023. Twenty-five quantitative studies, conducted in 10 countries, met the inclusion criteria. The authors followed the method of conducting integrative reviews as proposed by de Souza and colleagues: elaboration of the guiding question, literature search or sampling, data collection, critical analysis of the studies, discussion of the papers, and presentation of the integrative review. The analysis revealed a clear and compelling body of evidence, illustrating the substantial influence of authentic leadership on nursing personnel, work culture and environment, and patient outcomes
Cultural Variations in Depressive Symptoms Among Young East Asian Canadian and White Counterparts
No full textPurpose: This study investigates the cultural variations in depressive symptom expression between Young East Asian Canadian adults (YEAC) and their White counterparts, assessing the validity of the Patient Health Questionnaire-9 (PHQ-9) across these diverse groups. Given the critical role of nurses in early detection and management of depression, understanding these cultural nuances is vital for developing effective, inclusive healthcare strategies.
Background: Depression is a leading cause of disability globally, with significant implications for public health, especially among young adults1. This group faces unique stressors—academic pressures, social challenges, and the transition to adulthood—that increase their vulnerability to depression. Nurses often rely on standardized tools like the PHQ-9 for depression screening2. However, the tool\u27s universal applicability is questionable across culturally diverse populations3. This study aims to explore these cultural differences and enhance the cultural competence of depression screening practices.
Methods: A sequential exploratory mixed-methods design will be employed. Phase I uses qualitative methods, including the Think-Aloud Protocol and Focus Groups, to explore cultural influences on depressive symptoms in YEAC and White Canadian communities. The sample will include 24 to 32 participants, aged 18–24, recruited through community centers, universities, and social media. Phase II assesses the PHQ-9\u27s psychometric properties using secondary data from a 2023 national survey with a representative sample of 65,000 respondents, focusing on young adults to evaluate validity across these populations.
Results: The study is in the recruitment phase; its anticipated outcomes include identifying key cultural differences in depressive symptom expression and assessing the cross-cultural consistency of the PHQ-9. These findings are expected to provide insights for nurses, guiding the development of culturally sensitive depression screening and intervention practices.
Conclusions: The expected findings will have potential to impact nursing practices by emphasizing the importance of cultural considerations in mental health assessments. This research advocates for the use of more culturally sensitive tools and practices, informing nurses on the effective administration of the PHQ-9 and refining depression screening and treatment protocols
Implementing Flipped Classroom in the Nurse Anesthesia Curriculum: A Quality Improvement Project
No full textCurrent research indicates that most faculty members are from the Baby Boomer generation (1946-1964) or Generation X (1965-1980), in which the instructor assumes the principal role of knowledge. Current evidence precludes that 91% of graduate nursing students are from Generation Y (1981-1996) and Generation Z (1997-2012) with a fondness for a flipped classroom, where student autonomy in classroom preparation is prioritized. The application of this technique has been widely evaluated using student exam scores. Utilization of generational pedagogical preferences is crucial for student success and critical thinking. This quality improvement project aims to answer the question: In multigenerational nurse anesthesia cohorts, would using a flipped classroom versus a traditional classroom pedagogy increase performance on high-stakes exams?A Boolean search was executed using PubMed, CINAHL, Cochrane Library, and Embase. Initially, 183 articles resulted. The articles included were peer-reviewed within the last five years and had level 1 or 2 evidence, with results of statistical significance. After relevancy was assessed, 15 articles remained. Exam performance was evaluated in all 15 studies. University IRB exemption was received to utilize a pre- and post-qualitative anonymous survey with an educational module to assess the knowledge of the State University System of Florida nurse anesthesia educators on generational learning preferences.Most faculty identified as Generation X. Twenty-nine percent were certified nurse educators, and fourteen percent were certified healthcare simulation educators. Fifty percent of the educators have more than 12 years of experience as an educator in nurse anesthesia. Only one percent of the population currently utilized flipped classroom methodology, and fifty percent were aware of the generational learning preferences of millennials and Generation Z students. Post survey, there was no change in knowledge in the Flipped classroom (-13.10) and the composition of nursing faculty ( -1.19); however, increased knowledge after the educational module of as great as (39.29) in the general graduate nursing composition, gamification (10.71) and the conventional classroom methodology (20.24). Statistical analysis was done using SPSS version 29. A paired t-test was used to assess the difference in mean knowledge scores between the pretest and post-test with a statistically significant p-value of 0.022
Skills and Competencies of Nurse Preceptors in the Clinical Environment: A Literature Review
No full textPurpose: The purpose of this study is to review the literature on the skills and competencies of nurse preceptors that are integral to their development.
Methodolgy/Design: The study is qualitative in nature. Electronic databases (Pubmed, Helio, Elsevier) websites and reference lists were searched. Published studies between 2020-2024 were included if they are: 1) Were original research studies published in peer-reviewed journals in English, and 2) Involve skills and competencies of nurse preceptors in the clinical environment. The study\u27s designs are scoping review, a nominal group technique study, and a Delphi technique via email among clinical experts.
Findings: Soft skills include emotional intelligence, learning to recognize others\u27 uniqueness, listening to, and empathizing, empowering others and building trust. Core competencies of communication involve body language, ability to speak, listen, question and write with clarity. In another study, seven core competencies were derived such as, teaching traits, clinical nursing profession, communication and collaboration, teaching pedagogy, reaction of contingency, critical thinking and reflection, and consultation on academic writing. Clinical experts reached a consensus of seven competencies over 19 topics. Preceptors should be able to 1) Debate on the significance of preceptors in the development of nurses, 2) Display good attributes of a role model, 3) Consider elements that influence the transfer of learning model, 4) Provide system, cognitive, and emotional support, 5) Promote evidence-based learning, 6) Conduct a valid and reliable assessment, and 7) Establish their functions with the education and healthcare system.
Conclusions: Good interpersonal and communication skills are essential in the successful and constructive professional relationship. Teaching traits and clinical nursing profession were most important, while consultation of academic writing is unique to a preceptor. The agreed-upon topics could be developed into preceptor-training programs for nurse preceptors, and possibly other health professionals. Furthermore, the proposed preceptor competencies should be validated through research.
This study implied that further research and education are needed to develop training and programs for nurse preceptors. This study reviewed a few literatures that are insufficient to make a strong recommendation. Study\u27s findings may be significant if a systematic review was done to synthesize information
Educational Intervention on CAM to Mitigate Chronic Pain in Older Adults
No full textProblem Statement: Managing chronic pain in older adults is a significant healthcare challenge due to its complexity and high costs. Conventional treatments often fall short, leading to increased opioid use. As a result, many older adults seek alternatives like acupuncture and acupressure, which have shown promise as non-pharmacological pain management approaches.
Purpose: The project explores non-pharmacological alternatives for managing chronic pain in older adults, focusing on acupuncture and acupressure as potential solutions.
Methods: The Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model focuses on clinical decision-making with user-friendly implementation tools for individuals or groups. The study followed a quasi-experimental one-group pretest-posttest design to assess the impact of educational interventions on nurses\u27 attitudes and knowledge regarding CAM.
Setting: The research was conducted in a small hospital\u27s med-surge unit in the Southwestern United States. The unit has one floor, three corridors, and 58 beds and serves local and nearby communities.
Sampling Method: Purposive sampling was employed, selecting registered nurses with at least two years of med-surge unit experience and a valid nursing license. Nurses from other units or who do not directly work with patients were excluded.
Analysis: The analysis focused on nine vital CAM-related items: initiation, benefits, risks, and knowledge. Post-test results showed improved nurses\u27 likelihood of referring patients to CAM practitioners, rising from 18 in the pretest to 25 in the post-test.
Implications for Nursing Practice: Acupuncture and acupressure offer viable non-pharmacological alternatives to opioids for managing chronic pain. However, as CAM therapies are often not covered by insurance, nurses must provide comprehensive information to help patients make informed decisions about their care.
Implications for Nursing Research: More research is needed to assess the safety and effectiveness of CAM therapies, particularly for older adults who may struggle with conventional medications. Future studies should explore how these therapies can reduce opioid use, improve mobility, and enhance quality of life in this population.
Implications for Nursing Education: Nurses\u27 knowledge of CAM therapies is limited, highlighting the need for ongoing education. Special in-service training can improve nurses\u27 understanding of non-pharmacological pain management options
Harness the Power of an Evidence-Based Practice Toolkit to Drive Nursing EBP Competency
No full textBackground: Good health and well-being for all people is a key United Nations (UN) sustainable development goal. Better health outcomes are achieved with evidence-based care. Yet, evidence-based practice (EBP) competency of U.S. nurses lags1 and EBP implementation in low-middle income countries is suboptimal to moderate.2 Nurses can commit to this UN\u27s goal by achieving proficiency in EBP. While it could be argued education advances EBP competencies, clinician and system factors influence routine implementation of EBP.1,3,4
Objective: The purpose of this presentation is to increase awareness and adoption of a collection of valid and reliable EBP tools4 to improve EBP cultures worldwide.
EBP Toolkit: The 50 tools assess key EBP domains: Clinician attitudes/beliefs, self-efficacy or confidence, knowledge/skills, implementation and unit or organizational culture.4,5 Created in several countries, most EBP tools were validated in English, with some translated to other languages. Most tools are self-report which is acceptable to assess attitudes/beliefs, self-efficacy, frequency of implementation, and perceptions of EBP culture. Ten tools offer cognitive-based performance measures to objectively evaluate EBP knowledge/skill.
Application of Toolkit: Global health outcomes can be advanced by harnessing these tools in research, education and practice. Researchers can use these tools to study educational approaches most effective in improving EBP competency. Nurses, faculty and leaders can also tap these tools to shape clinician and system factors needed to build EBP competency in academic and practice settings. Tools can be selected to assess domains of interest to determine a baseline of how various factors may be influencing EBP competencies. These data can be used to develop action plans to address areas in need of improvement. For example, if EBP attitudes/beliefs are lagging, key opinion leaders could be recruited to share stories with nurses of how EBP leads to better health outcomes to build a critical mass of EBP believers. Alternatively, if EBP knowledge/skill improvement is needed, EBP workshops or immersions could be offered to mentor nurses to advance these competencies. As tailored interventions are implemented, EBP tools can be used to reevaluate the degree of progress over time.
Conclusion: As nurse competency grows, the worldwide research-to-practice gap will be narrowed and the UN’s goal of good health and well-being for all will become a closer reality
Development and Psychometric Testing of the Capstone-Experience Preceptor Preparedness Scale: The Cap-ExPresS Study
No full textObjective of grant funding: To provide funds to purchase gift cards as incentives for N = 300 anticipated sample, to perform psychometric testing on a new instrument measuring preceptor preparedness, the Cap-ExPresS
Nursing Pedagogy: Using Gaming for Multifaceted Knowledge and Skills for Emotional Intelligence
No full textThe current academic climate shows that students entering nursing school do not have the emotional mindset that will allow them success and longevity post-graduation in nursing (Budler et al., 2022; Christianson, 2020; Cleary et al., 2018; Crawford et al., 2021; Dugué et al., 2021) . Students often struggle through their program, with clinical and didactic or either independently in relation to academic success or performance. Additionally, once these students pass their NCLEX exam, they tend to find themselves overwhelmed and emotionally unable to withstand the pressures of floor nursing. As of 2024, research has shown that nationally, about 31% of new nurses leave their employment within the first year of nursing (Lee, 2024).
The study being conducted aims to better understand student emotional intelligence (EI) upon entry into a school of nursing, and the potential impact of EI interventions throughout the accelerated program. The hope is that intervention will allow learners to be better prepared for the future, and more emotionally capable of managing situations they will encounter after graduation.
To plan the interventions, an octopus model was designed in CANVA to explain the areas that combined culminate emotional intelligence. Through research, eight areas were identified as being requirements of emotional intelligence specific to nursing professionals 1) Locus of control, 2) connectedness, 3) resilience, 4) situational awareness, 5) self-soothing,6) affective domain,7) purpose and 8) gratitude (Christodoulakis et al., 2023; Garg et al., 2023; MHA, 2024; Schutte et al., 2009; Segal et al., 2013).
At this point in the study, participants are in their first semester of the program and will be followed through all four semesters. During semester 1, there is a focus on connectedness, and situational awareness. These were chosen as new nursing students often lack connection when starting a new program and are entering into a new world of healthcare where they must be more aware of the events occurring around them. To achieve connectedness, all students and participants attend a fully flipped pathophysiology classroom, that is overall gamified. This course pushes learners to work together through collaboration and experiential learning. They then use the knowledge they gained in pre-lecture and help each other construct new knowledge based on their initial understanding and finalized understanding after participating in class
Improving Collaboration and Data Storage at an IHS Facility: Kotter’s Method of Organization Change
No full textPurpose: Inefficient communication and knowledge sharing have been linked to delayed patient care and reduced staff collaboration1. The integration of applications for healthcare communication and knowledge storage2 can improve clinic efficiency and staff communication3.
Documents and data at an IHS facility are stored on the clinic’s Z-Drive: a collection of folders on a clinic server containing outdated documents. If a staff member is editing a shared document in the Z-Drive, another staff member cannot also be editing the same document. If staff do not save a document correctly, multiple copies of the same document can be saved. These inefficiencies lead to a waste of clinic resources and staff time, and reduce clinic efficiency in delivering quality patient care. We will create a SharePoint site and OneDrive workflow using Kotter’s Method of Organizational Change that will enhance clinic collaboration and patient care4.
Methods of Process: Following a needs assessment with clinic staff, we are creating a SharePoint website and providing education on using OneDrive to complement the data/document migration from the Z-Drive. We will use Kotter\u27s Method, a widely used model for organizational change to accomplish this. Following the first step of Kotter’s Method, we set an official termination date of the Z-Drive to create a sense of urgency among staff members to participate in the early stages of the SharePoint build-out4.
In alignment with Kotter’s method, the guiding coalition will be department supervisors who will help spread the vision for this project4.
In December 2024 we will launch the first draft of the SharePoint site for all staff to use and provide feedback before the official termination of the Z-Drive in January. We will enable action and remove barriers based on Kotter’s Method by setting SharePoint and OneDrive to the staff’s homepage to reduce additional clicks needed to access the sites4.
Anticipated Results/Lessons: We expect the first months with SharePoint and OneDrive to be difficult to navigate for some based on individuals’ reactions to change5. We plan to sustain acceleration by holding frequent check-ins with staff and training when necessary4. We will measure clinic collaboration and data ease of access with staff surveys.
The federal government has not cleared us to put protected health information (PHI) onto SharePoint or One Drive. For this reason, we will give supervisors access to an organized Z-Drive to store documents with PHI