ABSTRACT
Nursing professional development (NPD) directors and practitioners are called to lead practice changes. Knowledge of implementation science and diffusion theory equips NPD professionals with the tools necessary for successfully influencing nursing practice. This article analyzes a multisite implementation of the tiered skills acquisition model for clinical orientation and provides NPD directors and practitioners with recommendations for effective implementation strategies that translate beyond clinical orientation to a variety of NPD programs and initiatives. [J Contin Educ Nurs. 2024;55(3):130-136.].
Subject(s)
Implementation Science , HumansABSTRACT
A cancer weight of evidence (WOE) analysis based on updated toxicokinetics, genotoxicity, and carcinogenicity data for 1,3-dichloropropene was peer reviewed by a panel of experts. Historically, 1,3-dichloropropene has been classified in the U.S. as "likely to be carcinogenic to humans" via oral and inhalation exposure routes based upon the results of rodent cancer bioassays conducted in the 1980s. Contemporary studies led the authors of the WOE analysis to conclude that the currently manufactured form of 1,3-dichloropropene is not mutagenic and not carcinogenic below certain doses, pointing to a threshold-based approach for cancer risk assessment. SciPinion conducted a peer review of the WOE analysis using methods for assembling and managing blinded expert panels that maximize expertise while minimizing potential selection/participation bias. The process was implemented through a web-based application that poses a series of questions soliciting the experts' scientific opinions and observations about specific topics. The goal of the peer review was to have experts provide conclusions about the WOE for carcinogenicity classification of 1,3-dichloropropene, identify potential data gaps, and evaluate the validity of a threshold-based risk assessment for 1,3-dichloropropene. Based on a robust peer review of the current scientific information, a cancer WOE classification of "not likely to be carcinogenic to humans" is best supported for 1,3-dichloropropene. This conclusion is reached with a high degree of consensus (consensus score = 0.92) across expert panel members.
Subject(s)
Allyl Compounds/toxicity , Carcinogens/toxicity , Hydrocarbons, Chlorinated/toxicity , Animals , Carcinogenesis , DNA Damage , Humans , Mutagenicity Tests , Mutagens , Neoplasms , Peer Review , Pesticides , Risk Assessment , ToxicokineticsABSTRACT
Providing effective nursing professional development that meets the needs of a variety of learners, promotes critical thinking skills, and results in application in clinical practice is challenging. The flipped classroom was successfully implemented at a large Midwestern teaching hospital to address these challenges. This article explores flipped classroom exemplars including descriptions of prework, active learning strategies, and recommendations for successful implementation of the flipped classroom.
Subject(s)
Models, Educational , Problem-Based Learning/methods , Staff Development/methods , Thinking , Academic Medical Centers , Curriculum , Education, Nursing, Baccalaureate/methods , Humans , NursesABSTRACT
Gaps in nurses' knowledge and application related to genomics exist. This project aimed to develop an accessible genomic education program for oncology nurses. Consequently, the flipped classroom strategy was used. This involved the use of prework consisting of an online genetics and genomics module and optional journal articles. In-person class time built on the prework and focused on specific clinical applications. Outcomes demonstrated that learners were highly satisfied with the educational format and that course objectives were met. Improvement in knowledge of basic genomic concepts, clinical applications, and resources was achieved.
