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Transforming Nurse Practitioner Education Through Faculty Simulation Preparedness
Get PDFThe National Organization of Nurse Practitioner Faculties (NONPF) endorsed that all nurse practitioner (NP) programs utilize simulation in the curriculum to assess NP student learning and competency (2020, p. 7). Before implementing simulation-based education in NP curriculum, the NONPF reported that participation in a faculty development program is essential (2020, p. 25). A small, Midwest private University was the practice site for this Doctor of Nursing Practice (DNP) quality improvement (QI) project. At the project site, there was inconsistency and a lack of best practice principles with simulation activities in the DNP-NP Program of Study. Also, informal conversations with faculty revealed that increased confidence and training in developing, implementing, and evaluating student simulations would positively impact the student simulations. The core project objective was to create a simulation best practices workshop for DNP-NP faculty that could be applied to all school of health faculty at the project site. The simulation best practices workshop included a two-part webinar series on healthcare simulation best practices, simulation prebrief, simulation debrief, and assessment best practices. The third phase of the simulation best practices workshop included a simulated debriefing competency assessment. Eight DNP-NP faculty completed a pre-and post-simulation faculty development self-assessment on simulation prebrief, debrief, and assessment evidence-based concepts. Comparing the mean knowledge scores of the faculty group from the self-assessment survey, there was an increase in mean knowledge scores for each question after participation in the simulation best practices workshop. A Debriefing Assessment for Simulation in Healthcare tool was completed for faculty groups who participated in the simulation debriefing competency assessment. DNP-NP faculty overall demonstrated they were mostly effective at executing the simulation best practices strategies for facilitating a prebrief and debrief
Teaching Health Assessment to Pediatric Nurse Practitioners: A Quality Improvement Project
Get PDFAdvanced practice nursing education is always transforming. The physical assessment course within the pediatric nurse practitioner (PNP) program is arguably the most critical and fundamental course. This quality improvement project determined there was a perceived lack of sufficient pediatric content in the Advanced Health Assessment class at a Midwestern university. A survey question asked graduate students if they felt prepared for their pediatric clinical rotations with the assessment skills learned in the Advanced Health Assessment course at this university. More than half, 62.5%, of the students that responded to the survey were neutral or did not feel prepared for their clinical rotations. An infant assessment instructional video was created for pediatric nurse practitioner students, to provide the students with more pediatric assessment instruction, prior to their clinical rotations. The video was provided to nine PNP students. A survey was then given to the nine students after they watched the video with a 100% participation rate. Based on the survey results, the infant video created was adequate at providing specific infant assessment education while also maintaining safe social distancing during the COVID-19 pandemic
The Effectiveness of Simulation on Practicum-Based Anxiety in First-Year Nursing Students
Get PDFBackground: Undergraduate nursing education programs rely on clinical practicum to bridge the gap between nursing theory and real-world clinical practice. The prevalence of practicum-based anxiety in Clinical Learning Environments (CLE) reduces a student’s ability to learn clinical content and develop the skills required for clinical competence.
Purpose: This project aimed to evaluate the effectiveness of nursing simulation on practicum-based anxiety, in first-year, undergraduate nursing students beginning acute-care clinical practicum courses.
Method: First-year nursing students (n=23) completed State and Trait Anxiety Inventory (STAI) forms in a pre-test and post-test design.
Results: Pre-intervention scores identified,80.3% of first-year nursing students (n=23) reported high levels of state-anxiety. Post-intervention scores identified a reduction in state-anxiety levels in nursing students (n=23) by 14.3%.
Conclusion: Participation in simulation during an acute-care practicum course may effectively reduce state-anxiety levels in first-year nursing students beginning acute-care clinical rotations. Additional research is suggested to develop effective interventions to reduce practicum-based anxiety in undergraduate nursing students
“I Know Who I Am”: Asian American Women Leaders in the Nonprofit Sector on the Quest Toward Authenticity
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This study sought to answer the research question, “How do Asian American women navigate others’ stereotypes of their intersectional racialized and gendered identity to lead in the nonprofit sector?” Participants identified stereotypes that they’ve encountered in their own work and leadership – most notably drawing from the model minority stereotype of being quiet, passive, submissive, and hardworking. They also identified these stereotypes as presenting barriers to being seen as leaders in their organizations. These findings affirm what is already well documented in the literature. Unfortunately, little has changed since the model minority stereotype first rose to prominence in the 1960s, even in racially conscious, progressive nonprofit spaces. Participants described using a number of strategies to navigate stereotypes as leaders: enacting stereotypes, conforming to dominant culture, practicing self-regulation, finding your people, focusing on systemic change, redefining leadership, acting authentically, and disengaging. While all participants employed multiple strategies at different times and in varying contexts, they described an overall trajectory of moving away from strategies that helped them simply cope with the stereotypes placed on them and towards strategies that furthered their own self-determination. Ultimately, in the face of powerful messages from multiple directions about who and how they should be, this study finds these 14 Asian American women leaders engaged in an ongoing and liberatory quest towards authenticity
Advancing Pay Equity in Nonprofits through Feminist Leaders
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Low wages in nonprofits have led to a focus on pay equity as a major concern for sector leaders. Some hypothesize that the low wages result from the sector’s association with “women’s work.” As such, the undervaluing of nonprofit labor reflects the lack of value placed on women’s labor. There are major gaps in the literature about feminist leadership and about how nonprofits can address pay equity. This qualitative study explored how feminist leaders are advancing pay equity in nonprofits through semi-structured interviews with five self-identified feminist leaders with experience leading nonprofit pay equity efforts. Acker’s (2006) inequality regimes and Brown’s (2017) emergent strategies were used as theoretical frameworks to interpret the findings. The results of this study demonstrated that willingness to question existing norms and introduce small, iterative changes over time are ways that feminist leaders work toward pay equity in nonprofits. The four themes of this study illustrate recommended actions for feminist nonprofit leaders working toward pay equity: Challenge the Status Quo, Operate with Transparency, Create a Supportive Work Environment, and Lead Sector Change.
Pay equity is a much-discussed topic in nonprofits, with many nonprofit leaders grappling with questions about aligning their compensation systems with their expressed values and commitments to equity. Women make up the majority of the nonprofit workforce, yet we know little about the connections between feminism, leadership, and pay equity. This study seeks to give voice to the practices of feminist leaders advancing pay equity within nonprofits
Early Mobilization for Critically Ill Adults in the Intensive Care Unit: An Evidence-Based Practice Project
Get PDFThe overall focus of each of case scenarios are related to assessment or interventions that are related to Choosing Wisely Campaign items 1, 2, 3, 5, 8, 10. Case scenarios were developed related to each initiative with clientele and conditions across the lifespan in various practice settings. Practice settings included school district, outpatient pediatric, primary care, skilled nursing facility, work rehabilitation, and acute care
Improved Parent-Child Communication Following a RCT Evaluting a Legacy Intervention for Children with Advanced Cancer
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The Impact of COVID-19 on Middle Eastern and North African Labor Markets: Glimmers of Progress but Persistent Problems for Vulnerable Workers a Year into the Pandemic
No full textI have learned to stand up for myself and demand my rights: Community Health Volunteers are changing social norms
No full textBackground:The community health volunteers (CHV) model is a practical response to the challenging conditions of health provision in low-income settings. Though there is substantial evidence about the effectiveness of the CHV model, there is less focus on the CHVs themselves. This project explores the personal transformations that can happen as well as perceptions of women in a qualitative study of CHVs working with the Peru Catholic Medical Mission Board (CMMB), an NGO that utilizes a robust CHV model of healthcare.Methods:In March 2020, investigators conducted six 90-minute focus group discussions in Huancayo and Trujillo, Peru with current and former CHVs. The focus group discussion guides were designed to explore how becoming a CHV has impacted their lives. Investigators performed a systematic, comparative, and thematic data analysis.Results:The 53 Peruvian participants had worked with CMMB as a CHV for an average of 5 years. Major themes that emerged from the discussions fell into two main categories: 1) personal empowerment and 2) societal norms. Increase in agency (voice, confidence, participation) was the most common personal empowerment theme followed by achievements (education, health, nutrition). There was a major increase in family support including a shift in household gender roles as a result of working as a CHV.Conclusions:To effect positive change in global communities, it is crucial to understand how working as a CHV can empower women to influence social structures barring their advancement in society. The results of this analysis demonstrates that working as a CHV can empower women and help create social change, with ultimate benefits to the lives of community women in low resource settings