ABSTRACT
Interprofessional health care teams begin with team members who know themselves and are flexible, trusting, and competent to speak up to prevent harm and take action to ensure quality and safety. Often, the soft skills necessary for team members to be effective are underrated and missing in team trainings. By clarifying the expectations of team members and using tools to assess individual ability, educators can enhance awareness and improve both individual and team civility and performance. This article is the third in a series on interprofessional teams and focuses on the importance of knowing oneself to be an effective team member. J Contin Educ Nurs. 2018;49(9):397-399.
Subject(s)
Awareness , Health Personnel/psychology , Interdisciplinary Communication , Interprofessional Relations , Patient Care Team , Professional Competence , Self Concept , Adult , Attitude of Health Personnel , Female , Humans , Male , Middle AgedABSTRACT
Many new and experienced nurses have limited understanding of home health care, resulting in compromised handoffs and an unstable workforce. This article presents an overview of simulated home health environments to enhance awareness and patient outcomes. By establishing realistic simulated home events, nursing faculty and educators can enhance nurse confidence and improve transitions of care.
Subject(s)
Education, Nursing, Continuing , Home Nursing/education , Simulation Training , Curriculum , Humans , Manikins , Patient Simulation , Quality ImprovementABSTRACT
Validating competency to meet accreditation and safety demands is a major challenge many organizations face. Traditional testing methods may only reflect guessing and may not capture the amount of misinformation nurses are using for critical decision making. Using a confidence-based learning methodology allows learners to correct misinformation and gain confidence and competency.
Subject(s)
Clinical Competence , Education, Nursing/methods , Education, Professional, Retraining/methods , Educational Measurement , Self Concept , Home Care Services , Humans , United States , WorkforceABSTRACT
In challenging economic times, nurse educators must successfully justify the return on investment for every educational intervention. This column provides tips related to regulatory and financial justification.
Subject(s)
Education, Nursing, Continuing/methods , Nursing Staff , Organizational Culture , Safety Management/organization & administration , Bullying , Education, Nursing, Continuing/economics , Education, Nursing, Continuing/standards , Health Care Costs , Humans , Interprofessional Relations , Nursing Staff/education , Nursing Staff/organization & administration , Nursing Staff/standards , Violence/prevention & controlABSTRACT
Nurse educators face the challenge of helping students and staff learn to address all situations in a respectful, civil manner.
Subject(s)
Bullying , Education, Nursing, Continuing/methods , Interprofessional Relations , Nursing Staff/education , Nursing Staff/psychology , HumansABSTRACT
This conceptual article describes a model for the development of clinical instructors/faculty, called Clinical Scholars that addresses the needs in times of shortage and economic limitations. The authors present a solution for one of the bottlenecks to the nursing workforce pipeline, which may be further replicated. The model was conceptualized to address not only the quantity of available clinical instructors but also the quality of the preparation of these instructors. As faculty members in the Clinical Scholar course, the authors describe the model as applicable to teaching in the perinatal clinical setting. Included is a brief review of the literature providing a foundation for the model, the curriculum, and the strategies utilized in the 40-hour didactic course. An example of the successful utilization of the model for perinatal nursing is included.
Subject(s)
Clinical Competence , Education, Nursing, Continuing/organization & administration , Faculty, Nursing , Models, Educational , Neonatal Nursing/education , Nursing Staff, Hospital/education , Colorado , Curriculum , Education, Nursing, Associate , Education, Nursing, Baccalaureate , Faculty, Nursing/organization & administration , Humans , Models, Nursing , Neonatal Nursing/organization & administration , Nurse's Role/psychology , Nursing Staff, Hospital/organization & administration , Nursing Staff, Hospital/psychology , Preceptorship , Program Development , Staff Development/organization & administration , WorkforceABSTRACT
The authors describe a unique educational program developed collaboratively in numerous educational and practice institutions to prepare staff nurses to assume a teaching role. A wide variety of teaching strategies were presented and demonstrated in the course so that the participants acquired new knowledge and skills to implement the clinical faculty role. This new pool of clinical faculty completed the course with a defined skill set and the title of clinical scholar.
Subject(s)
Clinical Competence , Curriculum , Education, Nursing, Continuing/organization & administration , Nursing Research/education , Nursing Staff/education , Staff Development/organization & administration , Colorado , Cooperative Behavior , Faculty, Nursing/organization & administration , Humans , Models, Educational , Models, Nursing , Needs Assessment , Nurse's Role , Nursing Education Research , Program Development , Program EvaluationABSTRACT
One of the major contributing factors to the nursing shortage in Colorado and nationally is a scarcity of clinical faculty required to prepare new nurses. This article describes an innovative, collaborative project that purposefully prepares staff nurses to assume the role of clinical scholar. Although there are several models that have sought to make clinically expert nurses available as teaching faculty, the breadth and scope of the described project with its multiple partners is unique. In the first year of this grant, the identified goals were achieved. In addition, there have been significant serendipitous outcomes.
