ABSTRACT
A periodic Gallup poll that asks Americans what they fear the most reveals that their greatest fear is public speaking. Death hovers around number 6. Courage, passion, and commitment are required to stand up before a large group of people and deliver a message. This column examines three aspects of telling stories: presentation style, personal presence, and the required skill set. [J Contin Educ Nurs. 2022;53(9):395-396.].
Subject(s)
Education, Nursing, Continuing , Humans , United StatesABSTRACT
When creating and developing stories to engage nurses, it is essential that the stories have a character, a goal, and a challenge. It is also helpful if the stories have an impact on listeners' emotions. Consider professional and life experiences that can be developed into effective stories. [J Contin Educ Nurs. 2022;53(8):346-347.].
Subject(s)
Education, Nursing, Continuing , Emotions , HumansABSTRACT
This column is about collecting stories and creating your own to use in teaching situations. It is the second in a series of four columns about aspects of learning to use stories to engage learners, influence them, and support them. [J Contin Educ Nurs. 2022;53(7):299-300.].
Subject(s)
Education, Nursing, Continuing , Learning , Narration , HumansABSTRACT
Stories are exceedingly powerful in influencing nurses to consider changing certain behaviors or how they deliver various kinds of patient care. Following last month's excellent example of a story to influence adoption of family-centered care in the neonatal intensive care unit, let's consider the various types of stories that can be told when attempting to influence clinical nurses. In future columns, methods for collecting stories to use in education and important factors in the presentation or telling of stories will be considered. [J Contin Educ Nurs. 2022;53(6):253-255.].
Subject(s)
Intensive Care Units, Neonatal , Humans , Infant, NewbornSubject(s)
Certification , Education, Continuing , Education, Medical, Continuing , Humans , United StatesABSTRACT
Precepting differs from coaching and mentoring in that it is time limited, structured, and based on specific organizational goals, objectives, and competencies related to a specific unit or area, as well as the organization. It also requires a prepared preceptor and support from the organization and the professional development faculty. [J Contin Educ Nurs. 2020;51(2):62-64.].
Subject(s)
Curriculum , Education, Nursing, Continuing/organization & administration , Nursing Staff, Hospital/education , Preceptorship/organization & administration , Adult , Female , Humans , Male , Middle AgedABSTRACT
An effective tool for the growth and learning of health care employees is coaching. This process can use either an external or an internal coach. The coaching process is usually formalized and consists of four phases. Some suggest that leaders should spend 40% of their time coaching their staff. [J Contin Educ Nurs. 2020;51(1):12-14.].
Subject(s)
Mentoring , Curriculum , Education, Nursing, Continuing , Humans , Leadership , Models, EducationalABSTRACT
This article focuses on the definition of mentoring and what mentors need to know. It also describes a mentoring mindset and specific mentoring behaviors. Negative behaviors and approaches are also identified to facilitate differentiation between actions that work and those that extinguish mentoring relationships. [J Contin Educ Nurs. 2019;50(12):540-541.].
Subject(s)
Education, Nursing, Baccalaureate/organization & administration , Mentors/psychology , Professional Role , Students, Nursing/psychology , Adult , Female , Humans , Male , Mentoring , Middle Aged , Young AdultABSTRACT
Considerable confusion exists about the differences between mentoring, coaching, and precepting. This article was constructed to help professional development and clinical nurses in both understanding and differentiating between these important roles. This article serves as an overview, which will be followed by a subsequent Teaching Tips article on each separate role. [J Contin Educ Nurs. 2019;50(11):493-494.].
Subject(s)
Curriculum , Education, Nursing, Continuing/organization & administration , Mentoring/organization & administration , Mentors/education , Nursing Staff, Hospital/education , Preceptorship/organization & administration , Staff Development/organization & administration , Adult , Female , Humans , Male , Middle Aged , United StatesABSTRACT
Understanding yourself and working to increase effective communication is critical to effective teams and quality patient care. One role for staff development nurses is to help in the creation of effective teams and healthy work environments through supporting nurses to understand themselves and coworkers who have different work styles than themselves. [J Contin Educ Nurs. 2019;50(8):347-348.].
Subject(s)
Nurses/psychology , Personality Inventory , Self-Assessment , Staff Development , Humans , Interdisciplinary Communication , Interprofessional Relations , Patient Care TeamABSTRACT
In an era where collaboration is integral to effective care of patients and families, staff development educators can have a powerful effect on interprofessional team development. This first article in a five-part Teaching Tips series emphasizes the work of creating competencies for such teams. It is neither effective nor advisable to create a group of people and tell them to go be a team. Knowledge, skills, and tools are helpful in creating such teams, which will be a focus of these next several Teaching Tips articles. J Contin Nurs Educ. 2018;49(7):297-298.
Subject(s)
Cooperative Behavior , Education, Nursing, Continuing/organization & administration , Health Personnel/education , Interprofessional Relations , Patient Care Team/organization & administration , Adult , Clinical Competence , Curriculum , Female , Humans , Male , Middle AgedABSTRACT
The CGEAN Board established a goal to support MSN administration programs to thrive and meet the need for well-prepared nurses to assume leadership roles. This column addresses how we embarked on this work through creation of a Circle of Advisors composed of national nursing leaders who came together to address specific curricular issues and more importantly to voice support for continuation of MSN administration programs.
Subject(s)
Education, Nursing, Graduate/standards , Nurse Administrators/education , Education, Nursing, Graduate/methods , Humans , Leadership , Nurse Administrators/standards , Nurse Administrators/supply & distribution , Personnel Selection/methods , Personnel Selection/standards , Personnel Turnover/trends , Retirement/trendsABSTRACT
In part one of this article, giving effective feedback was addressed. In part two of this article, helpful strategies for receiving feedback, something most have never been taught and many have not even considered, are explored. J Contin Educ Nurs. 2017;48(10):445-446.
Subject(s)
Education, Nursing, Continuing/methods , Education, Nursing, Continuing/organization & administration , Educational Measurement/methods , Knowledge of Results, Psychological , Adult , Female , Humans , MaleABSTRACT
New graduates, newly hired nurses, and nurses transitioning to new specialties need thoughtful and thorough oversight during this process both to ensure acquisition of the required skill set and to become an integral part of the new area. Well-prepared preceptors who facilitate this education can decrease turnover and help to build a healthy work environment. J Contin Educ Nurs. 2017;48(8):345-346.
Subject(s)
Education, Nursing, Baccalaureate/organization & administration , Mentors/psychology , Preceptorship/methods , Preceptorship/organization & administration , Students/psychology , Workplace/organization & administration , Workplace/psychology , Adult , Attitude of Health Personnel , Clinical Competence , Curriculum , Female , Humans , Male , Middle Aged , Surveys and QuestionnairesABSTRACT
Feedback is one of the most difficult interactions educators/leaders have with learners and staff. Giving feedback effectively with the least amount of defensiveness from the recipient is challenging and is addressed in Part I of this article. Receiving constructive feedback will be addressed in Part II. J Contin Nurs Educ. 2017;48(9):395-396.
Subject(s)
Consumer Behavior , Curriculum , Education, Nursing, Continuing/organization & administration , Students, Nursing/psychology , Adult , Female , Humans , Knowledge of Results, Psychological , Male , Middle AgedABSTRACT
A higher level of questioning can stimulate creativity and innovation. Stimulating innovation and change in health care is critical to advancing care delivered by nurses and the necessary changes in the systems housing this care. Staff development faculty can teach nurses how to ask these questions. J Contin Educ Nurs. 2017;48(3):102-103.
Subject(s)
Creativity , Delivery of Health Care/organization & administration , Education, Nursing, Continuing/organization & administration , Nursing Care/organization & administration , Nursing Staff/education , Organizational Innovation , Staff Development/organization & administration , Adult , Female , Humans , Male , Middle Aged , Organizational Culture , Organizational Objectives , United StatesABSTRACT
The 2016 International Nursing Administration Research Conference, Leading in a Healthcare Vortex, was held in Orlando, Florida. The program drew 116 attendees with representation from Canada and Brazil. Participants from practice, education, and research discussed leadership in our turbulent healthcare climate, which are highlighted in this column. The conference was dedicated to the memory of Dr Heather S. Laschinger in recognition of her distinguished research legacy of empowering nursing work environments and mentorship of prominent nursing administration researchers.
Subject(s)
Attitude of Health Personnel , Delivery of Health Care/organization & administration , Leadership , Nurse Administrators/psychology , Nursing Staff/psychology , Organizational Innovation , Humans , Nursing Administration Research , Organizational ObjectivesABSTRACT
Being clear about what constitutes professional behavior is a pathway to effective leadership. Not all nurses come out of educational programs with an understanding about what aspects of behavior signal true professionalism. This article uses the American Organization of Nurse Executives' Nurse Executive Competency for Processional Behavior to help professional development nurse faculty identify role modeling behavior and other aspects that new nurses can use to help them advance in their careers, while improving care to patients and families.
Subject(s)
Education, Nursing, Continuing/organization & administration , Leadership , Nurse's Role/psychology , Nursing Staff, Hospital/education , Nursing Staff, Hospital/psychology , Professional Competence , Staff Development/organization & administration , Attitude of Health Personnel , Humans , United StatesABSTRACT
Health care systems are faced with significant changes. Nurses have a depth and breadth of knowledge to help the boards of these systems adapt to the Patient Protection and Affordable Care Act requirements, especially regarding quality and safety issues. To help with these important issues, nurses must be appointed to these boards AND to government boards, commissions, and councils, which are also facing significant questions about health care.
Subject(s)
Delivery of Health Care/organization & administration , Governing Board/organization & administration , Nurse's Role , Patient Protection and Affordable Care Act/organization & administration , Humans , United StatesABSTRACT
Estimating the future nursing workforce needs is critical to all aspects of nursing care. Currently, the healthcare system is undergoing chaotic change, and predicting the workforce needs over the next 10 years has been challenging. The efforts of Dr Peter Buerhaus and his associates in addressing nursing workforce issues over the last 25 years are a hallmark. Dr Buerhaus joined forces with the state nursing workforce centers to discuss new approaches to this critical issue.
