Don't interrupt me! development of a handoff education bundle to simulate the real world.

OBJECTIVES: Ineffective nurse-to-nurse handoff communication is associated with information omissions, diagnostic errors, treatment errors, and delays. New nurses report a lack of confidence and ability in handoff communication, which may stem from inadequate training in prelicensure nursing programs. Our objective was to introduce prelicensure nursing students to a standardized, theory-based method for handoff, including behavioral strategies employed by nurses during interrupted handoff. METHODS: A handoff education bundle (HEB) was developed. Kern's six-step curriculum model was utilized to design, implement, and evaluate the handoff curriculum. RESULTS: Student feedback highlighted the importance of integrating multiple, varying distractors during learning cycles and recognition of the impact of distractors on handoff. CONCLUSIONS: Implementing a HEB at the prelicensure nursing level could promote competency in handoff communication for new graduate nurses. IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Handoff is an international patient safety priority, as inadequate communication has been linked to adverse patient events.

A Mentoring Workgroup for Academic Role Transition Among Clinical-Track Nursing Faculty.

BACKGROUND: With the current ongoing nurse faculty shortage, mentorship can aid in career advancement, promotion, and retention for clinical assistant professors (CAPs) when hiring clinical-track faculty. METHOD: The organization, experiences, and outcomes of a CAP mentorship workgroup within a multi-campus research-intensive college of nursing are described. RESULTS: The CAP mentorship workgroup was guided by senior faculty and met monthly to provide CAPs with a better understanding of the promotion process, motivation to pursue scholarship, and peer support. Through this workgroup, seven CAPs have completed their probationary review process, two CAPs are in the process of being promoted to clinical associate professors, and more than 90% of CAPs have been retained. CONCLUSION: Mentorship for clinical-track faculty can positively influence faculty productivity and aid in CAP retention, which contributes to the success of nursing programs. [J Nurs Educ. 2023;62(3):183-186.].

Nurse-to-nurse handoff with distractors and interruptions: An integrative review.

AIM: An integrative review of the literature was conducted to explore perceptions of distractors and interruptions during nurse-to-nurse handoff. BACKGROUND: Handoff distractors and interruptions are recognized as barriers to effective nurse handoff and may lead to preventable and costly medical errors. However, little is known about the perception of these barriers to nurses and strategies to mitigate distractors and interruptions during nurse-to-nurse handoff. METHODS: Using the framework of Whittemore and Knafl, four electronic databases were searched for articles written in English and published in the last five years. Inclusion criteria included: qualitative, quantitative, mixed-methods or quality improvement papers focused on distractors/interruptions during nurse handoff. A multi-author independent review of articles was completed with a rigorous process of data extraction and quality assessment. RESULTS: A total of 17 articles were reviewed with findings categorized into the following themes: perceptions of handoff, characteristics of handoff, or logistics of handoff. Nurses reported that interruptions and distractions were a limitation in handoff quality and handoff efficiency, occurring during inter-shift and unit-to-unit handoff. The two most common types of interruptions and distractions were people (patient, family) and environmental factors (equipment alarms). An organized and standardized approach to handoff was recommended, but few specific examples were reported. CONCLUSION: Despite recent research related to interruptions and distractions in nurse handoff, few evidence-based strategies have been identified that effectively mitigate these patient safety problems. More evidence is needed to determine best practice methods for handoff training for nurses and nursing students.

Nursing Handoff Education Using Experiential and Virtual Innovations.

BACKGROUND: Seventy percent of serious medical errors are the result of ineffective communication, including handoff errors. PROBLEM: Nursing students have cited a need for more experience on how to give handoff; yet, handoff education remains variable. APPROACH: Two innovative curricular approaches were implemented on the basis of Bloom's taxonomy to teach handoff education: experiential and virtual. The outcomes of the 2 curricular innovations were evaluated for handoff completion, handoff accuracy, and handoff quality, based on context. OUTCOMES: During the experiential approach, students demonstrated average handoff completion rates of 84%. During the virtual approach, students' handoff completion rates rose from 25% to 63% and accuracy handoff rates rose from 13% to 31%. CONCLUSIONS: Evaluations support that varying educational methods successfully teach nursing students how to give handoffs. Complementary innovations grant educators flexibility to tailor innovations to curriculum and course context, as supported by Bloom's taxonomy.

Education of Self-Radial Pulse Palpation and Atrial Fibrillation Signs and Symptoms.

The purpose of this evidence-based education initiative was to increase A Fib detection in a cardiovascular diseased population in which participants were taught radial pulse palpation and signs/symptoms of A Fib. Participants were evaluated after initial education on performance of radial pulse palpation and teach back of signs/symptoms of the arrhythmia and again at three weeks on adherence to daily self-screening and recall of signs/symptoms of A Fib. Post initial education, 88% of eligible participants learned pulse-palpation and 93% could verbalize at minimum one sign/symptom. After three weeks, 94.7% reported daily self-screening, but only 44.7% could verbalize at minimum one sign/symptom. This indicated that participants were continuing to self-screen, but in need of booster education sessions. Educating individuals on self-screening and signs/symptoms of A Fib is clinically feasible.

Development of a Multisite Nursing Simulation Work Group Focusing on the International Nursing Association for Clinical Simulation and Learning Standards.

BACKGROUND: Simulation faculty development refers to the education of faculty in preparation and facilitation of simulation-based experiences. A college of nursing with six campuses implemented a simulation work group to ensure consistent simulation faculty development across six campuses. METHOD: The simulation work group was formed in four stages and used the International Nursing Association for Clinical Simulation and Learning Standards as a framework for standardizing simulation. The work group consisted of 14 faculty from five nursing campuses. Members were recruited via email, telephone call, or a simulation newsletter. RESULTS: Challenges were identified and addressed. Work group implementation has provided the simulation program with new initiatives and a unified scheduling system, budget, standardized debriefing, and student evaluation method. CONCLUSION: With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences. [J Nurs Educ. 2021;60(3):165-168.].

Using Simulation to Evaluate Nurse Competencies.

A multimodal nursing pedagogy utilizing simulation was incorporated into annual nurse competencies at a 465-bed academic medical center to translate into practice the required surveillance of a potentially septic patient and the necessary clinical decision-making. Pretest/posttest was used to determine knowledge retention from simulation. Nurses' sepsis knowledge following simulation was improved. Simulation can provide long-term knowledge retention of sepsis for application into clinical practice and be a viable option for competency assessment for professional nurses.

To Blog or Not to Blog: What Do Nursing Faculty Think?

BACKGROUND: Nurse educators find themselves tasked with developing content that both is aesthetically appealing and engages today's technological learners while empowering them to apply their knowledge in clinical and classroom settings. Students engaging with social networking systems reported increased satisfaction with collaborative peer-to-peer learning experiences, socialization, self-reflection, peer critique, problem-solving skills, collation of evidence-based resources, and instructor performance. METHOD: This project included identifying the needs of nursing faculty regarding the use of blogging in their courses and barriers faced by faculty with implementing blogging in nursing curricula. A convenience sampling method was used, with surveys e-mailed to 49 schools of nursing in Illinois and 38 in Ontario. RESULTS: One hundred twenty-two surveys were completed: 78 in Illinois and 44 in Ontario. Results suggest there are many pedagogical, philosophical, and ethical issues associated with using blogging and technology in nursing education. CONCLUSION: Although significant challenges exist, blogging and technology can be useful collaborative learning tools. [J Nurs Educ. 2016;55(12):683-689.].

Integrative review of blogging: implications for nursing education.

This integrative review explores the question, "What is known about blogging as a pedagogical tool in nursing education?" The qualitative methods of this review are based in social constructivism and collaborative learning principles. Results of a literature search that used inclusion and exclusion criteria identified 15 articles, five of which were related to nursing. Deductive analysis was focused on capturing data under three broad themes that reflect collaborative learning principles with respect to blogging and microblogging. These themes include (a) learning occurs through dialogue and collaboration, (b) learning involves challenging opportunities that stimulate learner engagement, and (c) learning is a social process. Analysis indicates that blogging has the potential to enhance knowledge acquisition, provide stimulating learning opportunities, and recognize the social aspects of learning. However, further research is needed to fully understand the development, implementation, and evaluation of blogging on student knowledge acquisition in nursing education.

Psychometric properties of three instruments to measure fatigue with myocardial infarction.

The purpose of this study was to evaluate the psychometric properties of three questionnaires to measure fatigue with myocardial infarction. The Fatigue Symptom Inventory Interference Scale, Profile of Moods States Fatigue subscale (POMS-F), and Short Form 36 (SF-36) Vitality Scale were completed during hospitalization (n = 116) and 30 days after hospital admission (n = 49). Moderate to strong correlations were found among each of these fatigue scales and between each fatigue scale and measures of other variables to include vigor, depressed mood, anxiety, and physical functioning. POMS-F scores decreased significantly at Time 2, but this decline in fatigue was not validated on the other fatigue scales. Patients' Time 1 scores reflected significantly more fatigue compared to published scores for healthy adults. The ability to discriminate between groups suggests that the instruments may be useful for identifying patients with cardiovascular risk factors who report clinically significant fatigue.

Gender differences in fatigue associated with acute myocardial infarction.

INTRODUCTION: Fatigue is a symptom of acute myocardial infarction (AMI); however, few studies have characterized the fatigue associated with AMI in men and women. METHODS: The convenience sample included 88 men and 28 women admitted with a diagnosis of AMI at 6 Midwestern facilities. Data were collected upon hospital admission and 30 days after discharge. A total of 37 men and 10 women responded to the 30-day questionnaires. The Profile of Mood States Fatigue (POMS-F) subscale was used to measure fatigue and the Depression-Dejection subscale to measure depressed mood. RESULTS: At baseline, significant gender differences were found, with women more likely to have higher POMS-F scores (15.80, SD = 7.33) than men (11.19, SD = 7.04, P = .004). Significant gender differences were also found at 30 days (t = 2.40, df = 45, P = .02). POMS-F scores for women were higher at baseline, with decreased fatigue levels 30 days after discharge (t = 5.36, df = 9, P < or = .05). No differences were found in POMS-F scores for men (t = 1.26, df = 36, P = .213) between baseline and 30 days after discharge. Fatigue was associated with depressed mood and gender at baseline (R(2) = 0.48, P < .05) and 30 days after discharge (R(2) = 0.308, P < .05). CONCLUSIONS: In this sample, fatigue at baseline and at 30 days after discharge was associated with gender and depressed mood. Women reported high levels of fatigue with AMI and lower fatigue after discharge. Men reported moderate to high fatigue levels, which did not change over time. Further research is needed to discern fatigue patterns before and after AMI.