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OBJECTIVE: The purpose of the study was to explore the impact of nurses on boards (NOBs) from the perspectives of board leaders who are not nurses. BACKGROUND: Research about the impact of NOBs derives from nurses' recall of board experiences. No studies explore the impact of NOBs from perspectives other than nurses. METHODS: Researchers used an exploratory qualitative design with purposive sampling and interviewed 16 participants. RESULTS: According to participants, NOBs impact board governance as boundary spanners within the healthcare ecosystem. The overarching pattern is supported by 6 traversing themes. CONCLUSIONS: Board leaders' perspectives of NOBs as boundary spanners illustrate the far-reaching impact nurses have in the board role and on the direction of healthcare organizations.

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BACKGROUND: Clinical alarms are designed to signal an unsatisfactory patient physiological state and alert staff members to malfunctioning medical equipment. Alarm desensitization and fatigue can occur when clinicians are exposed to an overwhelming number of clinical alarms, particularly nonactionable alarms. LOCAL PROBLEM: Alarm fatigue and alarm management competency related to use of Philips monitoring systems were noted to be problematic among nurses working in the 27-bed surgical intensive care unit of a teaching hospital in northeastern Florida. METHODS: A quality improvement project was conducted to reduce alarm fatigue and improve nursing competency in managing alarms. The CEASE (Communication, Electrodes, Appropriateness, Setup, and Education) evidence-based alarm management bundle was implemented on the unit, and a representative from the alarm manufacturer conducted in-service training sessions. A clinical alarms survey developed by the Healthcare Technology Foundation was distributed both before and after the intervention to 115 nurses working in the unit. Descriptive and inferential statistics were used to assess for differences between the preintervention and postintervention periods. RESULTS: Nurse participants demonstrated improved alarm management competency, resulting in significant improvements in their perceptions of alarm functionality, settings, response time, and policy adherence. There was a statistically significant decrease in self-reported alarm fatigue, and the CEASE bundle was found to influence nursing practice. CONCLUSIONS: The Joint Commission's 2022 goal of improving clinical alarm safety remains a top priority nationwide. Implementation of the CEASE alarm management bundle was effective in reducing surgical intensive care unit nurses' alarm fatigue and improving their alarm management practices.

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The shared decision making professional practice model of shared governance supports positive nursing working environments and patient outcomes. Achieving and sustaining clinical nurse involvement with unit councils can be challenging. Nursing leaders of a large healthcare system with approximately 650 patient beds across 5 hospitals utilized the Council Health Survey to assess unit-based councils' health. Interventions for strengthening shared governance in the organization included enhancements of unit council structures and training for chairs and leaders based on the survey findings.

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OBJECTIVE: The study objective was to identify nurses' perceptions of their impact while serving on boards. BACKGROUND: Nurse leaders serving as voting board members are key experts for board effectiveness and may be associated with stronger performing organizations. Extant research indicates that nurse leaders are qualified for board service; however, no research explores the impact of nurses on boards. METHODS: We conducted an exploratory qualitative study by interviewing 20 nurses serving on boards. Hermeneutic analysis of the data resulted in 1 overarching pattern and 7 traversing themes. RESULTS: Nurses who serve on boards reported leveraging expert knowledge of healthcare and caring wisdom to influence strategic thinking to meet stakeholder needs. CONCLUSION: Nurses promote effective board governance by ensuring that the perspectives and needs of all stakeholders are represented in board processes. We recommend health-related organization executives and board leaders appoint nurses as voting members of their governing boards.

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Unprecedented financial and logistical barriers in educating nurses during COVID-19 have threatened nursing education. The purpose of this article is to provide a template to facilitate the maintenance and stability of teaching and learning in a pandemic environment for nursing school administration and faculty leaders. The National Incident Management System (NIMS), previously used in training nurses for emergency preparation and response, has been applied as a guiding framework. The framework consists of five elements: Preparedness, Communication/Information Management, Resource Management, Command and Ongoing Management/Maintenance. This paper addresses how schools of nursing may apply each of these elements to address both the needs of the institution and community. The Comprehensive Vulnerability Management paradigm is further offered as a lens for professional development. Free preparedness education is showcased from leading nursing and healthcare professional and government organizations. Finally, the Quality and Safety Education for Nurses competencies are used for integrating NIMS and social dimensions of disaster. Such tools may equip academic leaders at schools of nursing to surmount challenges posed by the pandemic, and to ensure educational readiness to respond to global health crisis through use of the NIMS framework.

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BACKGROUND: Strong faculty academic human caring presence is paramount during the exponential use of asynchronous, remote learning during the COVID-19 pandemic. PURPOSE: The purpose of this article is to provide a holistic, theoretical foundation for evidence informed-caring pedagogical practices. METHODS: Watson's (2008; 2018) Unitary Caring Science theoretical approach offers one pedagogical caring framework for advancing teaching-learning in the digital age. DISCUSSION: Examples to humanize the virtual classroom and remote or online teaching include narrative, theory-guided pedagogical approaches, such as creation of caring spaces and other modalities to transcend physical distancing and nurture Communitas (caring community) among of faculty and students. CONCLUSION: A theory-guided, holistic caring pedagogical approach supports the needs of both faculty and nursing students.

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The purpose of this article is to describe an innovative project that contributed to the work of Quality and Safety Education for Nurses (QSEN's) second generation which resulted from the original initiative and the awareness that new environments, partnerships, and strategies were needed to improve quality and safety. It is the only known project that served as a pilot model to disseminate the QSEN competencies across an entire state to build academic-clinical partnerships and can be replicable across the country. Findings from the current project highlighted the following: (a) the need for ongoing education for both academic and clinical partners regarding the QSEN competencies as well as ongoing coaching to develop those collaborative relationships; (b) an awareness among the partnerships of the competing time demands with their other work responsibilities to complete their QSEN project; and (c) many unforeseen positive outcomes including the establishment of the QSEN Institute Regional Center at Jacksonville University. Supported by a mini-grant by the Florida Blue Foundation it is the authors' beliefs that we have now moved onto the third generation of QSEN due to the leveraged opportunities to further improve health outcomes.

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