Prelicensure Undergraduate Nursing Student Perceptions of Professional Identity in Nursing.

ABSTRACT: This qualitative descriptive study explored the perceptions of 63 prelicensure undergraduate nursing students about their learning experiences and the formation and development of professional identity in nursing (PIN). Students enrolled in a required course that included PIN concepts completed a guided reflective writing assignment. Four themes emerged with data analysis: 1) learning and applying ethics and values, 2) nursing knowledge is specific to nursing practice, 3) all nurses should be leaders, and 4) demonstrating professional comportment. Implications include effective use of reflective writing assignments to facilitate student PIN formation. Future research is warranted.

Effects of Sleep on Adolescents' Appetite, Dietary Intake, and Weight.

Introduction: Several factors have been associated with excess weight gain in adolescents, including loss of sleep. Objective: The purpose of this study is to examine the effects of sleep factors on appetite, dietary intake, and the body weights of adolescent youth. Methods: A prospective correlational study design was used. Male and female adolescents (N = 76) ages 12-18 years completed a 5-night study. Sleep was assessed using Fitbits (88.5% accuracy) and the Pittsburgh Sleep Quality Index (PSQI) (test-retest reliability = .81); appetite was assessed by a Visual Analog Scale (α = 0.84); dietary intake was assessed by the Block Kids Food Screener (reliability up to .88); sleep hygiene was assessed using the Adolescent Sleep Hygiene Practice Scale (α = .67). Results: Poor sleep quality was reported by 39.5% of participants, and 75% of participants had inadequate sleep time (7.33 h). Participants' age significantly correlated with PSQI scores (r = .28, p < .05) and BMI (r = .37, p < .01). Participants' PSQI scores significantly correlated with sleep hygiene (r = .45, p = .05) and appetite (r = .3 3, p < .01). Sleep latency significantly correlated with sleep hygiene (r = .32, p < .05). Several sleep hygiene factors correlated significantly with the participants' sleep quality, quantity and latency scores and dietary intakes. Conclusion: These findings suggest that changes in sleep hygiene practices may improve adolescent sleep quality and quantity as well as appetite and dietary intake.

A Conceptual Model for Professional Identity in Nursing: An Interdependent Perspective.

The purpose of this initiative was to define the development, verification, and evolution of the conceptual model for Professional Identity in Nursing. This action research design occurred over two phases, utilizing observations, a modified Norris process for model development, and focus groups. Analysis consisted of conventional content analysis and the Fawcett method for conceptual model analysis and evaluation. The model was modified, and results are presented based on the model's philosophical underpinnings, content, socialness, and evolution. The model resonates with nurses both in the United States and internationally. The interdependency shown in the model encourages collaboration, accountability, and sustainability within the profession and society.

A Hybrid Concept-Based Clinical Practicum Course: An Innovative Approach to Baccalaureate Nursing Education in a Rural Area.

ABSTRACT: Reports have called for a radical change in the delivery of nursing education to meet the challenges of providing safe, quality care in a complex health care system. This article presents a new, concept-based bachelor of science in nursing clinical practicum course with hybrid delivery. A concept-based curriculum prepares students for practice by facilitating the development of clinical reasoning and judgment skills. Evaluations from students and faculty indicated positive learning outcomes. The hybrid delivery accommodated students' varied schedules while practicing in facilities in three rural states.

Exploring family nurse practitioner professional identity formation at rural health care facilities.

BACKGROUND: Nurse practitioners (NPs) are being used to meet the increased demand for rural primary care. PURPOSE: The purpose of this study was to explore the perceptions and experiences of rural NPs while they transitioned from being registered nurses to family NPs (FNPs). In addition, the study examined if and how new FNPs experienced their professional identity formation in their first year of rural primary care practice. METHODOLOGICAL ORIENTATION: A qualitative phenomonological research design was used. SAMPLE: A sample of 12 FNPs who graduated from one of three Midwestern university programs, worked, and provided primary care at a rural health care facility located in one of four full-practice states were used within the study. CONCLUSIONS: Participants experienced new nurse practitioner professional identity formation beginning in their education programs, which continued throughout their first year of practice. Four themes emerged from the data analysis: learning new knowledge, skills, roles, and responsibilities; interactions with patients, providers, and interprofessional team members; incentive to learn and practice in rural health care; and professional identity formation. IMPLICATIONS FOR PRACTICE: The emerging model, The Process of Professional Identity Formation for Rural Family NPs, shows potential for use as a framework to guide rural NP curriculum and professional development programs. Policy makers must also continue the push to increase the number of states allowing NPs full independent practice. These efforts could promote rural NP support, recruitment, and retention that will be key to meeting the primary care needs of rural and vulnerable populations.

The nurse practitioner workforce: One rural state's experience of comparing state data with national trends.

BACKGROUND: There is a great need for primary care across the country especially in rural and underserved areas. Nurse practitioners (NPs) are filling these access gaps by providing high-quality, cost-effective primary care. However, one rural midwestern state does not address NP workforce data separately from other types of nursing data. In addition, these data are not included in the state's overall primary care workforce. Therefore, the data cannot be compared to the state's needs or national workforce trends. PURPOSE: The purpose of this investigation was to describe North Dakota's (NDs) NP workforce and compare this with national data. METHODS: A cross-sectional descriptive design was used to collect and analyze NP workforce data from several sources. State Board of Nursing licensure data were used for description of the NDs current NP workforce. Six other data sources or reports were used to complete the data picture. State information was then compared with national NP survey results. RESULTS: Both ND and national data sources reported the largest percentage of NPs certified in either primary care or adult care and practice primary care at either an outpatient or inpatient setting. North Dakota has a higher percentage of NPs working in primary care as compared with the national numbers. However, inconsistent categories are used in ND's NP workforce data and national surveys making comparisons difficult. IMPLICATIONS FOR PRACTICE: Accurate inclusion of NP workforce data in the overall health care workforce data will better guide state and national policy makers on necessary changes to decrease provider shortages and promote increased access to rural primary care services.

Exploring an Innovative Course Delivery Method for Accelerated BSN Students.

Background The purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning. Methods The convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items. Results Students reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences. Conclusions Hybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

Nurse Practitioner Role Transition and Identity Development in Rural Health Care Settings: A Scoping Review.

AIM: The purpose of this scoping review was to explore the literature regarding the nurse practitioner (NP) role transition and professional identity development at rural health care settings. BACKGROUND: Because of the shortage of primary care providers, NPs are meeting the demand for primary care in rural areas. METHOD: Arksey and O'Malley's six-stage methodological framework for scoping reviews guided this systematic literature review, which resulted in selection of 145 sources. RESULTS: Three major themes emerged: NPs in rural clinical practice, defining NP professional identity, and role transition to an NP identity. CONCLUSION: Further research is needed to guide education program leaders on curriculum development. Rural health care facilities and nursing programs should partner in the orientation and continuing education needs of NPs to prepare and support their role transition and professional identity development. NPs will be instrumental in providing access to quality primary health care in rural communities.

Two-Year Institution Part-Time Nurse Faculty Experiences During Role Transition and Identity Development: A Phenomenological Study.

AIM: This study explored two-year institution part-time nurse faculty's perceptions of their experiences during their role transitions from nurses in clinical practice to part-time clinical instructors. BACKGROUND: Part-time nurse faculty enter academia as expert clinicians, but most have little or no training in the pedagogy of effective student learning. METHOD: A phenomenological study was used to explore the faculty role transition experiences. RESULTS: Findings support the proposition that six participants transitioned from their expert clinician to instructor identities; however, two continue in the process. Critical to this process are relationships with individuals in their environments, past and present experiences, the incentive to learn to be better instructors, and the importance of support and training. CONCLUSION: A model emerged, Process of Role Transition and Professional Identity Formation for Part-Time Clinical Instructors at Two-Year Institutions, that is potentially useful for administrators in developing individualized orientation and professional development programs.

Transcultural nursing course in Tanzania, Africa.

A transcultural nursing course in Tanzania was offered in fall 2010 at Williston State College, located in North Dakota. Madeleine Leininger's Culture Care: Diversity and Universality Theory (Principles of Developing Cultural Competence) was the framework used for the experience. The course provided nursing students the opportunity to learn about the culture, health, and illness beliefs of Tanzanians; their values and practices; the prevalence of HIV/AIDS; and the differences and similarities between the healthcare systems, hospice/palliative care, and home visits in Tanzania as compared to the United States.

The caring behaviors of the home health nurse and influence on medication adherence.

The purpose of this study was to determine if the caring behaviors of the home health nurse toward the patient influence the patient's medication adherence. The study focused on what effects the verbal and nonverbal caring behaviors of the nurse toward the patient have on the patient's medication adherence. How is the patient's perception of caring by the nurse related to his or her medication adherence? The study was conducted in a Midwestern home health agency over a 4-week period. Findings indicated an improvement in the use of verbal and nonverbal caring behaviors by the nurses with their patients. The patients perceived an increased use of these caring behaviors by the nurses with them. The patients' medication adherence and barriers to adherence improved. Other significant findings indicated that the verbal and nonverbal caring behaviors of the nurses and the patients' perception of the caring behaviors influenced and improved the patients' medication adherence by week 4.