Showing papers by "National League for Nursing published in 2018"

Fostering interprofessional collaborative practice in acute care through an academic-practice partnership.

Abstract: An interprofessional collaborative practice (IPCP) environment was implemented in four inpatient acute care unit accountable care teams (ACT) through an academic-practice partnership. An action research methodology was implemented to empower healthcare professionals and promote ownership and sustainment of the IPCP strategies. Healthcare professionals on the ACT units, students, and faculty engaged in the multi-year project. Interventions included staff engagement exercises and coaching and support of individual ACT unit IPCP strategies and education. Healthcare professional outcome data were collected in the form of participant surveys, measuring collaboration about care decisions and the extent to which professionals engaged in a culture of safety, collected at baseline and 6-month intervals. Healthcare outcome measures of the ACT units were also collected at baseline and 6-month intervals. Students had clinical learning experiences in the IPCP settings and completed post clinical surveys. Implementation of the interventions resulted in a positive trend in the healthcare professionals, although statistical significance was not observed. Student outcome data demonstrated statistically significant positive learning outcomes. Healthcare outcome measures demonstrated a significant decrease in readmissions and an overall decrease in catheter-associated urinary tract infections over time. Other measures were not significantly impacted. In conclusion, an academic - practice partnership can strengthen and support an IPCP environment by allowing healthcare clinicians to be directly involved in the selection and implementation of IPCP strategies and contribute to improved professional, healthcare and student outcomes.

Types of Faculty Incivility as Viewed by Students in Bachelor of Science in Nursing Programs.

Abstract: Background Faculty incivility can negatively affect student learning outcomes and safe clinical performance, yet little is known about the types of faculty incivility experienced by students. Aim The aim of this qualitative descriptive study was to describe common types of incidents of faculty incivility as reported by students enrolled in traditional bachelor of science in nursing programs. Mehtod Qualitative descriptive methods were used to analyze the narratives of 30 students who had experienced incidents of faculty incivility. Results A typology explicating the different ways students perceive faculty to be uncivil included six categories: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations. Conclusion Nursing faculty and administrators can use the incident typology to guide discussions related to detecting, assessing, and preventing incivility in nursing education.

Becoming a nurse faculty leader: Taking risks by being willing to fail.

Abstract: Background Higher education is undergoing rapid transformation requiring nurse faculty leaders to engage in risk taking. Consequently, what is known about the experience of taking risks? How do leaders decide what constitutes a risk worth taking? How do leaders who take risks tolerate failure? The purpose of this study was to explicate the leadership practices of risk taking in nurse faculty leaders. Method Interpretive phenomenology was used to explore the experience of risk taking among 15 self-identified nurse faculty leaders. Unstructured audio recorded interviews were conducted in which participants described their experiences of taking risks. Transcribed interviews were analyzed by a research team to uncover themes in the narrative data. Results A theme, willingness to fail, and three subthemes, enacting a culture of experimentation, working hard for success, and learning from failure are reported. Conclusion This study provides practical know-how and an evidence-base to support nurse academic leaders in the practice of risk taking during these challenging times in higher education.

Culturally Anchoring an Intervention for Gender-Based Violence.

Abstract: Haitians continue to rebuild following the devastating earthquake in 2010, as many also strive to recover and heal from associated horrific events. Immediately following the earthquake, domestic and international agencies reported dramatic increases in violence against women and girls in this small Caribbean nation that shares the island of Hispaniola with the Dominican Republic. In this article we highlight one segment of a situational analysis used as groundwork for developing an intervention to address gender-based violence (GBV). We sought to rapidly identify existing and needed resources and services for internally displaced women and girls in Haiti and to facilitate an immediate and sustainable response. During an eight-day period, we convened focus groups in Port au Prince. Displaced women and older girls, directors of nongovernmental organizations (NGOs), healthcare providers and administrators, and community youth leaders participated in the focus groups. Findings from these focus groups illuminate the multiple influences of GBV on displaced women and girls. Gaps, strengths, and limitations of existing resources, capacities, systems, and services for internally displaced Haitian women and girls were identified. In addition, factors that could potentially support or hinder effective implementation of preventive and response interventions were revealed. Our findings provided a foundation and structure for developing a culturally- specific educational and safety plan which was used in Haiti following the earthquake and continues to have relevance for use, today.