ABSTRACT
BACKGROUND AND PURPOSE: Care coordination and specialized knowledge of prescriptive authority are fundamental to advanced nursing practice. Little research documents patient clinical outcomes in primary care when nurse practitioners are members of an interprofessional education and collaborative practice (IPECP) team. This cross-sectional study examined differences in glycemic control among Texas patients who received care by a Family Nurse Practitioner (FNP) and an IPECP team in one calendar year. METHODS: A convenience sample of 120 adult volunteers with diabetes was followed in a community-based clinic by an FNP; of these, 34 received additional care by an IPECP team. Data on selected demographic indices and HgbA1c were derived from the health center's Electronic Medical Record using a retrospective review, and linkage with the federally funded IPECP Project database. CONCLUSIONS: Patients with two or more FNP visits and two or more visits with the IPECP team had statistically significant reductions in HgbA1c levels at the end of 1 year. IMPLICATIONS FOR PRACTICE: Actualizing point-of-care treatment adjustments is a particular strength of advanced practice nurses but potentially a missed opportunity on interprofessional teams. Further study is needed on clinical outcomes of nurse practitioner contributions to IPECP team care.
Subject(s)
Nurse Practitioners/standards , Patient Care Team , Quality of Health Care , Treatment Outcome , Adult , Aged , Cooperative Behavior , Diabetes Mellitus, Type 2/therapy , Female , Glycated Hemoglobin/analysis , Humans , Interprofessional Relations , Male , Middle Aged , Outcome Assessment, Health Care/methods , Practice Patterns, Nurses'/standards , TexasABSTRACT
Faculty development is needed for nurse educators to effectively use simulation as a learning tool. A synthesis of research evidence regarding current practices in preparing educators to use simulation provided a foundation for faculty development. Implementation of a two-pronged approach within a regional collaboration of four schools of nursing is described; results of the evaluation of the approaches are presented. Use of the National League for Nursing Core Competencies of Nurse Educators as the organizing framework and Roger's Diffusion of Innovations Model as the theoretical framework is discussed. An overview is provided of the two prongs: (a) a short course for novice educators, and (b) examples of continuing education programming for experienced faculty members new to simulation to enhance effective application of this pedagogy. Recommendations include designing faculty development for simulation within a framework for systems change, maintaining flexibility to meet diverse needs, and using existing online resources.
Subject(s)
Education, Nursing, Baccalaureate , Faculty, Nursing/standards , Nursing Faculty Practice/standards , Patient Simulation , Professional Competence/standards , Curriculum , Diffusion of Innovation , Evidence-Based Nursing , Humans , Nursing ResearchABSTRACT
With increased enrollment, nursing faculty are finding clinical placement for students more difficult, especially in clinical areas such as child health. Simulation using moderate-fidelity and high-fidelity manikins offers evidence-based and innovative approaches to augment traditional clinical experiences. However, few studies quantitatively examine student outcomes associated with clinical simulation. This article describes student learning outcomes related to traditional and hybrid (part simulation and part traditional clinical) undergraduate clinical experiences in a baccalaureate nursing program. In addition, the use of faculty-developed simulation scenarios integration of Quality and Safety Education for Nurses (QSEN) competencies into four pediatric scenarios, as well as the educational development of faculty at a simulation center, are presented.
Subject(s)
Competency-Based Education/methods , Education, Nursing, Baccalaureate/methods , Manikins , Pediatric Nursing/education , Adult , Child , Faculty, Nursing , Female , Health Knowledge, Attitudes, Practice , Humans , Male , Pilot Projects , Staff Development , United StatesABSTRACT
It is the purpose of this article to describe the methodological issues when designing qualitative cultural comparative studies, which may be used to address health disparities. Overall, two broad types of comparative studies were found: primary and secondary comparative studies. Methodological issues to consider when designing primary studies were reviewed. The main areas discussed in this article relate to sampling and study purpose, sample boundaries, theoretical context, concept development, analogous comparisons, and systematic comparisons. Nurses are in a prime position to pose the qualitative research questions needed to address health disparities within their clinical settings. It is suggested that awareness of the method types and issues might inspire further qualitative comparative work.
