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Factors Affecting Person-Centered Care
No full textPurpose: This study aimed to identify the mediating effects of compassionate competence and nurse-parent partnership on the relationship between nursing professionalism and person-centered care among pediatric nurses.
Methods: A survey was conducted among 181 pediatric nurses working in nine hospitals in regions C and J in Korea. The data were collected in April and May 2024 and analyzed using SPSS 26.0 and the PROCESS macro program.
Results: The results showed a positive correlation between person-centered care and nursing professionalism (r=.64, p\u3c.001), compassionate competence (r=.78, p\u3c.001), and pediatric nurse-parent partnership (r=.82, p\u3c.001). Furthermore, compassionate competence and pediatric nurse-parent partnership had a serial dual mediating effect on the relationship between professionalism and person-centered care.
Conclusion: To improve person-centered care in pediatric nursing, a strategy should be developed to strengthen professional nursing identity, enhance compassionate competence, and reinforce pediatric nurse-parent partnerships
Impacting Nursing Students\u27 Clinical Reasoning Through an Innovative Series of Obstetric Simulations
No full textPurpose: Most maternal deaths in the United States are attributed to avoidable medical causes. Clinical reasoning has been indicated as an essential competency for nurses to successfully manage patient care (Liou et al., 2015; Tyo & McCurry, 2019). New graduate nurses are often considered inadequately prepared for practice, lacking clinical reasoning skills to make critical decisions (Liou et al., 2015). Nursing students must develop clinical reasoning in high-risk obstetric care to reduce maternal mortality. Simulation provides an evidence-based approach to develop clinical reasoning using higher-order cognitive skills (Theobald et al., 2021; Tyo & McCurry, 2019).The purpose of this quantitative descriptive study was to determine if a series of high-risk obstetric simulations affected student’s clinical reasoning. The research question asked: What is the effect of high-risk obstetric simulations on pre-licensure nursing students\u27 clinical reasoning?Methods: The study was conducted at a Health Sciences Center School of Nursing in the southeastern United States. Junior-level nursing students in a traditional BSN program were recruited for the study via email. Participants completed an online demographic survey prior to the simulations and the Nurses Clinical Reasoning Scale prior to and following the simulations. The simulation topics were pre-eclampsia, shoulder dystocia, and post-partum hemorrhage. The study received approval from the Institutional Review Board.Results: A total of 98 students participated, 80 (81.63%) female and 18 (18.37%) male. Most students were non-Hispanic (95.92%) and Caucasian (72.45%). Participant ages ranged from 20 to 44 with mean=23, SD=4.5.Total scores for the Nurses Clinical Reasoning Scale increased significantly from pre (M=53.95, SD=8.38) to post (M=59.44, SD=8.74) with p\u3c.0001. No statistically significant relationships were observed between post minus pre-test differences in Nurses Clinical Reasoning Scale scores and age, gender, or race.Conclusion: This study explored the effect of a series of high-risk obstetric simulations on clinical reasoning in undergraduate nursing students. This study\u27s results indicated that students had a significant increase in clinical reasoning following participation in a single-site simulation experience consisting of three high-risk obstetric simulations. These findings highlight the value of integrating simulation in nursing curricula to improve clinical reasoning
Enhancing ER Resident and Preceptor Effectiveness: A Trainer Program Pilot Study
Get PDFBackground: Emergency departments (EDs) present a challenging environment for new graduate nurses (residents), often impacting proficiency and retention. This pilot study aimed to evaluate the effectiveness of an ED Train the Trainer (T3) program, emphasizing the novel IIAR Identify, Intervene, Assess and Reassess model, in improving resident proficiency, confidence, and retention, as well as preceptor confidence. The program addressed the transitional gap between academic preparation and clinical practice by focusing on critical thinking and task management skills.Methods: After IRB approval, a time-series design was employed. The T3 program incorporated various learning modalities, including face-to-face sessions, instructional videos, and hands-on skills practice, centered around the IIAR methodology. Preceptors learned to utilize a checklist to observe and evaluate residents, linking their performance to specific modules. Monthly meetings were held for ongoing support. The primary outcome was resident proficiency, defined as the completion of tasks within a 4-room patient assignment in 30-60 minutes. Confidence levels of both residents and preceptors were also assessed pre, mid, and post-course.Results: The T3 program, with its emphasis on the IIAR model, demonstrated a positive impact on resident proficiency, confidence, and overall preparedness for the challenging ED environment. Qualitative data revealed a significant improvement in critical thinking skills, with residents reporting a greater ability to think critically and what could be the worst case for my patients and quickly assess and prioritize patients based on urgency. Residents also expressed heightened confidence in their decision-making abilities.Pre-survey data further supports these findings. Initially, only 40% of residents felt somewhat confident in taking on a 4-room assignment, and 33% reported rarely completing initial physician orders within the target time frame. Post-training data indicated marked improvements in these areas.Limitations: This pilot study was limited by its small sample size and short duration, potentially hindering generalizability and long-term impact assessment.Conclusion: The results of this pilot study suggest that the ED T3 program, particularly its focus on the novel IIAR methodology, may be effective in fostering critical thinking and task management skills in resident nurses, facilitating a smoother transition into the challenging ED setting
Enhancing Resilience in Nursing Education Through the Lens of Gratitude
Get PDFResilience has consistently been identified as a hallmark characteristic among individuals who invest themselves in the workplace, while also finding meaningfulness and happiness in their work (Keener et al., 2021). Moreover, resilience is a protective health factor essential to an individual’s ability to negate the harmful effects of stress; it is a construct linked to improved mental and physical health (Asensio-Martínez et al., 2019). Nursing faculty, like all nurses, have the personal responsibility to ensure they are employing practices to foster and maintain their personal well-being, while also contributing to a healthy work environment. The Three Good Things gratitude practice is an evidence-based tool, lending itself to cultivating and fortifying resilience, decreasing burnout, improving mental and physical well-being and enhancing healthy work environments (Cline et al., 2022; Seligman et al., 2005; Sexton & Adair, 2019; Sexton et al., 2022)
Exploring Secondary Traumatic Stress: The Frontline Psychiatric Mental Health Nurses\u27 Perspective
Get PDFBackground: Research demonstrates that Psychiatric Mental Health Nurses (PMHNs) are affected by Secondary Traumatic Stress (STS). As many as 44% of PMHNs experience clinical levels of psychological distress and STS as compared to RNs in other specialties, including those in forensic nursing. Interventions that promote RN resilience are mentioned less frequently in this research.Objectives: To explore frontline PMHNs’ perspective on STS and remaining safe and engaged at work on the inpatient behavioral health unit.To solicit PMHNs’ input on helpful interventions to foster the development of Universal Precautions against STS.Method: Eleven PMHNs participated in one of three focus groups, led by a seasoned PMH-APRN doctoral prepared nurse educator. RNs were asked to respond to open ended questions designed to promote reflection on their experiences working in inpatient behavioral health. Participants were also asked to discuss supportive interventions that could be implemented to protect against STS.Results: PMHNs identified/discussed interventions that support nurse resiliency, wellness, and protect against STS. PMHNs expressed an interest in peer led support/clinical supervision groups. Survey results from the RNs who participated in peer led support/clinical supervision groups will be presented
Interprofessional Allyship in Healthcare
No full textThe AACN Healthy Work Environment Standards include essential evidence-based guidelines for improving nursing and patient outcomes. However, the centering of dominant groups limits the implementation of these standards. This presentation examines strategies for interprofessional healthcare teams to become authentic allies with nondominant groups and to create healthy work environments.
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Developing and Evidence-and-Ethic Informed Intervention for Moral Distress
No full textIn this presentation, we will describe the multi-phase approach we took to develop an evidence-and-ethic informed moral distress intervention for paediatric critical care nurses. Our proposed intervention offers a novel approach to address moral distress and has the potential to better support pediatric critical care nurses experiencing the phenomenon.
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Enhancing Clinically-Based Nurses’ Professional Well-Being: Successful Strategies to Support Writing for External Venues
No full textThis session provides essential steps to foster clinically-based nurses’ success in developing abstracts and manuscripts for external dissemination. Interactive learning, gamification, and peer-to-peer coaching were used to provide participants with evidence-based tools that resulted in 181 external disseminations in the past five years
Rationing of Nursing Care and its Relationship to Nurse Practice Environment in a Public Hospital
No full textNurses most frequently rationed tasks in the areas of caring/support and monitoring. The less frequently rationed tasks involved medical, technical, and therapeutic aspects of care. Nursing administrators can use implicit rationing of nursing care as a crucial indicator of the impact of strategies and changes in the nurse practice environment.
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Self-Compassion as a Strategy to Mitigate Stress in Parents With Children Diagnosed With Autism
No full textSelf-compassion has been found to mitigate stress during difficult times, yet the theoretical pathways among stress, self-compassion, and health outcomes have not been well described in this population. This presentation will describe an integrated theoretical framework that can explain how stress and health outcomes are influenced by self-compassion.
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