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BACKGROUND: The COVID-19 pandemic created many academic challenges. Shelter in place orders forced educational institutions to move on-ground learning to an online format. This necessitated transitioning traditional in-person events such as nursing residency to a virtual occurrence. Currently, there is a paucity of research to assist with transition to the virtual environment. OBJECTIVES: The purpose of this study was to explore faculty experiences transitioning to a virtual Doctor of Nursing Practice residency. METHODS: A qualitative descriptive design was used to explore faculty experiences with virtual residency. The sample included 11 nursing faculty. Data collection consisted of answering demographic and open-ended questions through an anonymous survey. RESULTS: Content analysis revealed two themes: (1) Essence of Residency was Missing and (2) Virtual Residency was an Acceptable Alternative. CONCLUSION: Based on these themes, recommendations for virtual residency improvement were identified that would be beneficial to both faculty and students, providing a better environment and enhanced virtual experience. IMPLICATIONS FOR NURSING: Results from this research begin building a foundation of knowledge for best practices when creating an academic nursing virtual event. Recommendations focus on ways to form a better virtual community, promote a relaxed scholarly environment, and uphold academic standards.

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BACKGROUND: The coronavirus disease 2019 pandemic has disrupted and overwhelmed academia, adding many new challenges for nursing faculty. However, despite these challenges, nursing faculty at a small private university demonstrated resilience and innovation at the height of the acute phase of the crisis, transforming a traditional 2-day in-person Doctor of Nursing Practice (DNP) practicum to an abbreviated, interactive virtual format. METHOD: A qualitative study was conducted to explore DNP student perceptions of the virtual practicum. An anonymous survey was created to gather participant feedback; the link was embedded in an email invitation to practicum participants. RESULTS: The majority of respondents were English speaking, middle-aged, Black, non-Hispanic nurse practitioners. Content analysis revealed three themes: valuable interactions, supportive faculty, and enlightening feedback. CONCLUSION: Despite the crisis and ensuing consequences of the pandemic, DNP students who participated in the virtual practicum described a meaningful and valuable experience. [J Nurs Educ. 2021;60(9):513-516.].

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BACKGROUND: Although Screening, Brief Intervention and Referral to Treatment (SBIRT) has now been disseminated in many areas of the United States (US), much remains to be discovered about the training outcomes of non-physician professional trainees such as nurses, physician assistants, physical therapists, occupational therapists, and psychologists following SBIRT training. Methods: Training in SBIRT, an evidence-based approach to screening substance use, was embedded into five health science graduate curricula: Physician Assistant Studies, Nursing, Occupational Therapy, Physical Therapy, and Psychology. The SBIRT curriculum was adapted for each profession to include a brief introductory module addressing SBIRT's relevance for each profession, as well as profession-specific case examples and terminology. Using a nonequivalent group design, participants completed pre-and post-training assessments of substance use related attitudes, perceived competency and knowledge. Data were analyzed using a parametric test to compare pre- and post-differences. Results: Findings suggest improved attitudes as well as increased perceived competencies and core knowledge following the graduate-curriculum embedded SBIRT training, as well as between group differences on the same variables. Conclusions: SBIRT training of non-physician healthcare graduate student-trainees is a feasible training activity and results in improved trainee attitudes, perceived competency, and knowledge. SBIRT training embedded into graduate health science curricula offers an early foundation to this well-established, universal screening approach.

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This descriptive study explores the concept of emotional competence in practicing registered nurses. Registered nurses were asked to identify interactions of emotional competence that they experienced on the nursing unit. Content analysis revealed deficits in emotional competence in the following themes: self-awareness, mood management, self-motivation, empathy, and managing relationships. Results identified emotionally competent behaviors as being desirable and vital to building strong teams and interdisciplinary networks.

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Emotional competence refers to the ability to appropriately manage and express one's emotions. It is especially critical in nursing practice as it impacts patient care, work relationships, and the healthcare environment, and can be a vital skill to model and teach patients. Characteristics of emotional competence include self-awareness, mood management, self-motivation, empathy, and managing relationships.

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