RESUMEN

BACKGROUND: National initiatives such as 'Joining Forces' and the 'Have you ever served in the military?' campaign increased awareness of the needs of the military and veteran population. Yet, empirical evidence suggests that nurses and other healthcare providers continue to report insufficient cultural competency, as well as knowledge and awareness of unique healthcare needs to provide optimal care to this population. PURPOSES: The study purposes were to explore nurses' and nursing students' knowledge, attitudes, confidence, and comfort levels to care for veterans and their family, identify potential factors associated with these outcome measures, and examine the relationships between knowledge, attitudes, confidence, and comfort. METHOD: A quantitative, cross-sectional study design guided an online survey of 153 respondents. The military and veteran family cultural competency model provided a theoretical foundation. FINDINGS: Overall, the confidence in skills and abilities, and comfort levels on addressing military culture, providing care, and discussing health issues increases as participants' gain knowledge and awareness of the military. Having an immediate family member(s) who served in the military was a significant factor related to confidence. IMPLICATIONS: Nursing students and nurses in practice need education aimed at addressing the veteran care competencies, specifically military/veteran culture.

Asunto(s)

Asunto(s)

RESUMEN

BACKGROUND: New approaches to faculty development are needed. A longitudinal multimodal approach to faculty development was undertaken to enhance content learning transfer from a workshop to teaching practice. METHOD: Ten timed digital interventions were delivered to nurse educators every 3 to 4 weeks over 10 months following a 5-hour workshop. The Kirkpatrick model was used to evaluate the intervention. RESULTS: Postintervention results support timed digital interventions as an innovative way to leverage technology used by faculty every day to facilitate transfer of learning of veteran-centered care content covered during a workshop to their teaching practice. CONCLUSION: Future considerations include application to other areas of nursing education practice. [J Nurs Educ. 2024;63(X):XXX-XXX.].

RESUMEN

OBJECTIVES: This study aimed to (a) describe nurse educators' attitudes towards veterans after workshop participation, (b) evaluate the effectiveness of the workshop and timed digital interventions (TDI) on nurse educators' integration of veteran-centered content into their courses and curricula, and (c) describe nurse educators' experiences with transferring learning from the workshop to teaching practice. METHODS: A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews. RESULTS: Twenty-six nurse faculty reported a neutral attitude toward working with veterans during the pre-workshop survey period. TDIs kept veteran-centered content fresh on faculty minds, yielding evidence of integration into nursing courses. CONCLUSIONS: Nursing faculty preparation and development is crucial to effectively integrate specific veteran care content into nursing education to ensure a competent and culturally sensitive workforce. Integrating TDIs using widely accessible technologies is a cost-effective way of increasing engagement with new information and bridge implementation gaps associated with traditional professional development activities.

Asunto(s)

RESUMEN

BACKGROUND: The potential positive impact military nurse officers (MNOs) make on the nursing profession, as well as lessons learned, often is unknown beyond inner military circles. PURPOSE: Describe the experiences of MNOs in the advancement of the profession of nursing and nursing education, and how military service influenced nurse leaders' impact on civilian practice. METHOD: A descriptive-interpretive qualitative study using semistructured interviews of MNOs (N = 21). FINDINGS: Analysis revealed three themes: Deliberately developing personal leadership capacity, Building bench strength through team investment, and Balancing people and systems to achieve the mission. DISCUSSION: Leader development in the military afforded participants the necessary skills to advance the profession of nursing and nursing education in multiple ways that span individual, group/team, and organizational impact. Transferability and application of these skills to civilian settings may enhance leader development in nurses without military service.

Asunto(s)

RESUMEN

Disasters have become increasingly common, with hurricanes off the southern, eastern, and western coasts, fires in the northwest, earthquakes, mass shootings, and continuing cases of COVID-19 looming over healthcare systems. Home care agencies have a history of meeting patients' needs during disasters and are strategically positioned to support communities during public emergencies and disasters. However, the "who" and the "how" of engaging the disaster cycle of mitigation, preparedness, response, and recovery is not always understood by clinicians and leadership. A gap in the literature cries out for better preparedness strategies for home care leadership and staff that go beyond the broad guidance of regulatory and accreditation organizations. This article aims to examine current literature and offer direction to home care leaders and staff as they seek to understand the "who" and the "how" in preparing for disasters in an increasingly unstable world.

Asunto(s)

RESUMEN

AIM: The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research. BACKGROUND: The state of nursing education science specific to RN-to-BS education is not available. METHOD: Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education. RESULTS: Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies ( n = 11), curriculum ( n = 9), enrollment/retention ( n = 8), benefits of a bachelor's degree ( n = 4), student characteristics ( n = 3), professional values ( n = 2), role transition ( n = 2), and faculty/student expectations ( n = 2). CONCLUSION: Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations.

Asunto(s)

RESUMEN

Home care is one of the fastest growing industries in the United States, projected to continue increasing as the population ages. However, there are unique safety concerns associated with home care compared to the more controlled hospital or clinic settings, such as driving distractions, potentially dangerous neighborhoods, and in-home risks categorized as environmental, biological, chemical, and emotional. Each home is essentially a new worksite with its own set of safety hazards, increasing the need for home care providers to be aware of safety risks in these ever-changing environments. Ensuring worker safety is essential to the recruitment and retention of home care workers. This article discusses safety risks unique to home care and offers solutions that increase the safety of home care providers. Education around workplace violence, implementation of evidence-based practices, and establishing and adhering to safety policies are paramount.

Asunto(s)

RESUMEN

BACKGROUND: Graduate-level education programs use capstone experiences for students to demonstrate achieving essential learning and programmatic outcomes. However, a lack of standardization of these experiences and outcome measurements could result in varying competencies among students with the same degree. Employers seeking specific skills may find this problematic, and graduates may feel unprepared for new roles, which could hinder transition. METHOD: A systematic search of nine databases was conducted to identify: (1) the essential characteristics of master in nursing capstones and (2) the assessments programs use to demonstrate achievement of program outcomes. RESULTS: Synthesis and analysis of six sources of evidence revealed uniform agreement in purpose, planning, and individualization of experiences, yet ways of assessing student achievement of program outcomes were less clear and varied widely. CONCLUSION: Capstone experiences should be relevant to graduate-level education and include mapping to program outcomes to ensure students' competency and readiness to transition into their new role. [J Nurs Educ. 2023;62(9):502-508.].

Asunto(s)

Asunto(s)

RESUMEN

As we approach the third anniversary of the COVID-19 pandemic, the long-term effects on the health and well-being of those caring for patients in their homes, where less control of the environment can be maintained, remain a concern. The purposes of this study were to describe home care providers' experiences caring for patients during the pandemic, barriers and facilitators to the provision of care, and lessons learned for practice during future healthcare crises. A qualitative descriptive study using semistructured interviews was conducted with 13 home care providers. Four themes emerged from the data: Riding an emotional roller coaster, Putting a fire out with a garden hose, Walking into a COVID petri dish, and I'm just trying to do my job. Support for frontline staff should be initiated early in a healthcare crisis or pandemic. Communication needs to be clear, consistent, and made available at regular intervals. Home care leaders need to be visible and transparent to reduce emotional uncertainties that can negatively influence staff and patient outcomes. Education and planning around emergency preparedness are essential in future crises to mitigate the negative consequences on staff and patients.

Asunto(s)

Asunto(s)

RESUMEN

The COVID-19 pandemic has placed significant strain on home healthcare clinicians, shifting the focus of care to essential physical care needs. Spiritual care needs have always been present, but the pandemic has heightened recognition of the importance of spiritual care in home care. The goals of spiritual care include promoting physical healing, improving quality of life, and enhancing patient and family wellbeing. The use of a standardized spiritual assessment tool can increase provider awareness and patient expression of spiritual care needs. Spiritual care activities consist of obtaining a spiritual history, compassionate presence, mindful listening, interprofessional collaboration, and the provision of space for spiritual practices. This article provides a conceptual overview and strategies for application of spiritual care competencies.

Asunto(s)

RESUMEN

Approximately 4.7 million Veterans live in rural areas and face challenges receiving support and care for complex service-connected healthcare needs. The purpose of this qualitative descriptive study was to explore nurses' experiences caring for Veterans in rural home care/hospice settings. Semistructured interviews (N = 14) were conducted between August 2020 and March 2021. Content and thematic analysis resulted in three central themes: Mission readiness: Ensuring safe home environments, Partnering with Veterans: Knowing when to lead and when to follow, and It's my duty: Caring with purpose and honor. Study findings highlight the need for cultural competence in both rural and Veteran cultures. Implications for practice reinforce currently emerging national priorities, including personal safety considerations and need for further professional development associated with screening for firearms and gun safety. Other implications for home care/hospice agencies, as well as nursing education, are discussed.

Asunto(s)

RESUMEN

AIM: The aim of this study was to examine the adequacy of military/veteran-related content in nursing textbooks used in prelicensure programs. BACKGROUND: With increased numbers of veterans receiving care in civilian settings, nurses may lack essential knowledge, skills, and attitudes outlined in competencies required to provide culturally sensitive veteran-centered care. One explanation for this may be inadequate preparation during prelicensure nursing education. METHOD: A quantitative, descriptive study guided the analysis and rating of 32 key words in 24 textbooks across eight content areas. RESULTS: Key words were included in most textbooks but frequently not connected to military service or veterans. The key word with the highest mean rating was posttraumatic stress disorder; the highest rated content area was psychiatric/mental health. CONCLUSION: With limited textbook resources, nurse faculty must engage in deliberate efforts to include veteran content in nursing curricula. As competency-based education trends evolve, these findings are relevant and should be considered in curricular design and revision.

Asunto(s)

RESUMEN

BACKGROUND: Despite the Joining Forces initiative and recently published veteran care competencies, nursing students and graduates are often unprepared to care for veterans who have unique service-connected illnesses and injuries. PURPOSE: The purpose was to evaluate identified content gaps in prelicensure nursing textbooks with the veteran care competencies knowledge, skills, and attitude (KSA) domains. METHODS: A secondary qualitative analysis was conducted of veteran content in prelicensure nursing textbooks. RESULTS: The skills and attitude domains of veteran care competencies were poorly addressed in nursing textbooks. Overall, the knowledge domain was adequately covered; however, most had limited connection with veterans and veteran care. Competency-focused recommendations for expanding and enhancing veteran content, KSAs, and teaching strategies are offered. CONCLUSIONS: Prelicensure textbooks met the knowledge domain for each veteran competency. Overcoming content gaps needed to achieve requisite skills and attitudes requires interaction with veterans through clinical immersion experiences in various care settings.

Asunto(s)

RESUMEN

BACKGROUND: Capitalizing on the veteran's extensive service experience, values, and norms, Health Resources Services Administration (HRSA) proposed Nurse Education, Practice, Quality and Retention - Veterans' Bachelor of Science (VBSN) Program grants (2016-2019). PURPOSE: The purpose was to identify predictors of student veterans' (SV) progression and graduation rates in VBSN programs. METHODS: A descriptive correlational retrospective design was used. Two hundred and eighty-two (282) SV records were examined. RESULTS: One hundred and forty (140) SVs graduated (49.6%) and 107 (37.9%) were still enrolled. Only program delivery mode (hybrid) was significantly associated with completion and confirmed by logistic regression modeling. An increased representation of SVs' gender, race/ethnicity was present; however, gender, age, race, ethnicity, and veteran status did not significantly predict progression nor graduation. CONCLUSIONS: Hybrid program delivery became the single predictor influencing VBSN progression and graduation. As non-traditional students in higher education with a history of social isolation and help-seeking stigma, this delivery mode may have assisted SV retention and persistence. With a registered nurse shortage and workforce calls for increased gender, race, and ethnic diversity, the findings suggest nursing education programs designed for veterans are a viable solution.

Asunto(s)

RESUMEN

Moving to a new country and culture has emotional, social, financial, health, and cultural consequences. Military spouses face a wide range of stressors when relocating or sojourning, placing them at risk for a variety of health challenges. The aim of this study was to describe the transition experiences of military spouses who sojourn abroad as part of a service member's assignment. Using qualitative narrative inquiry, semi-structured interviews of 13 US military spouses living in Italy were conducted. Narrative thematic and structural analysis was used to analyze the data. Six themes represent the transition experience: adding stress to an already stressful situation, managing a new set of worries and fears surrounded by the unknown, reestablishing an everyday life from chaos, battling social, personal, and physical isolation, reinventing myself to move beyond simply functioning to control, and pondering about life, returning, and repatriation. Internationally, the nursing profession has a responsibility to understand the transition experience of military spouses to overseas assignments so appropriate strategies aimed at strengthening resiliency, building cultural flexibility, and maintaining health and well-being can be provided, while minimizing negative consequences. Additionally, nurses and health care providers can play a role by continually developing culturally congruent and sensitive practice.

Asunto(s)

RESUMEN

BACKGROUND: Certified nursing assistants (CNAs) provide vital care to patients in a variety of care settings, yet little is known about their transition and transfer of learning to baccalaureate nursing education. Faculty play a key role in helping them successfully progress through their educational journey. PROCEDURE: Using a qualitative descriptive design, semi-structured interviews of eight CNAs enrolled in U.S. schools in the south-central region of Pennsylvania were conducted. Data were analyzed using content and thematic analysis. RESULTS: The influence of prior health care experience afforded participants confidence in their transition to BSN education, as well as accelerated learning. Three themes emerged from participant data related to transfer of learning: jumping in and demonstrating confidence from the beginning, learning from a foundation to transform my thinking from tasks to process, and merging new learning into practice. Results support that even if CNAs face varying challenges entering nursing education, most possess some clinical reasoning and critical thinking skills, as well as experience working with patients and within teams. CONCLUSIONS: All of which can influence the learning experience. Findings can help faculty identify CNAs' strengths, which may facilitate learning transfer, foster leadership potential, and engage them in peer teaching and mentoring; ultimately positively influencing the transition to practice.

Asunto(s)

RESUMEN

Chronic venous insufficiency (CVI) is a potentially debilitating disorder associated with serious complications such as lower extremity venous ulcers. This article reviews the incidence and pathophysiology of CVI, nursing assessment, diagnosis and interventions, and patient education needed to manage the disease and prevent complications.

Asunto(s)