Preventing Medjacking.

ABSTRACT: Advances in medical device technology have led to greater connectivity with other devices, networks, and systems, raising concerns about associated security risks. Many clinicians, as well as the patients who rely on these lifesaving devices, are unaware of these risks and how they can be mitigated. This article describes several types of cyberattacks, including medjacking, hacking, and ransomware, and what nurses can do to guard against security threats and educate patients.

Avoiding bad connection: Orientation phone calls foster student-faculty connection in an RN-BSN program.

BACKGROUND: Studies show that the primary reasons registered nurses (RNs) withdraw from registered nurse to bachelor of science in nursing (RN-BSN) programs are related to the challenge of sustaining work and family obligations while in school and having unclear expectations. It has been shown that nontraditional students facing these types of challenges benefit from programs that give strong sense of faculty connection and orient students to coursework by providing clear information. PURPOSE: The purpose of this project was to see if conducting one-on-one, script-guided orientation phone calls with individual students provided valuable programmatic information and established a sense of connection to faculty. METHODS: Six RN-to-BSN faculty conducted a combined 108 orientation telephone calls to individual, newly enrolled online RN-to-BSN students. The purpose of the orientation was to introduce general program expectations required to successfully complete courses, and provide students with a sense of connectedness with faculty. Faculty developed and distributed a survey (3, 6-point Likert scale response items and 2 open-ended questions) to understand the degree to which RN-to-BSN students valued the orientation phone call. RESULTS: Ninety-four percent (n = 101) of participating students agreed that the RN-BSN program orientation phone call resulted in feeling a "sense of connectedness" with the online program faculty member. Additionally, 95% (n = 102) agreed that the orientation phone call provided them with the necessary information to support success in their first course within an RN-BSN online program. CONCLUSION: One-on-one orientation telephone calls provided valuable program overview information and the personal conversational format conveyed to remote students faculty availability and an enhanced sense of connectedness.

Use of Service Learning to Increase Master's-Level Nursing Students' Understanding of Social Determinants of Health and Health Disparities.

INTRODUCTION: It is important for graduate-level nursing students to be competent in the issues involved in the social determinants of health and health disparities and have the tools to address them as graduates. METHOD: As part of a nursing workforce diversity program, master's-level nursing students were required to participate in a service learning project exposing them to an issue not directly linked to health-long bus rides for students as a result of school consolidations-to achieve educational goals and objectives while providing a service to an advocacy agency. RESULTS: Eighteen students completed the project, providing the advocacy agency with firsthand accounts about the impact of long bus rides and in-depth reviews of literature on the topic and laws and regulations of other states. CONCLUSION: These results further support providing nursing students opportunities to fully engage with multicultural communities to gain a broader understanding of health disparities and social determinants of health.