ABSTRACT
Engaging staff nurses in continuing education can be challenging for nursing professional development specialists (NPDSs). Storytelling enables NPDSs to engage staff nurses who are resistant to learning. A personal story told by a nurse educator was used to engage 180 nurses in a mandatory staff development session. This story is an excellent example. The next three Teaching Tips columns will provide more tips for NPDSs to understand the various types of stories, how to construct stories, and how to present stories in an effective way. [J Contin Educ Nurs. 2022;53(5):200-202.].
Subject(s)
Communication , Education, Nursing, Continuing , Humans , Learning , Staff DevelopmentABSTRACT
BACKGROUND: The coronavirus disease 2019 pandemic has disrupted and overwhelmed academia, adding many new challenges for nursing faculty. However, despite these challenges, nursing faculty at a small private university demonstrated resilience and innovation at the height of the acute phase of the crisis, transforming a traditional 2-day in-person Doctor of Nursing Practice (DNP) practicum to an abbreviated, interactive virtual format. METHOD: A qualitative study was conducted to explore DNP student perceptions of the virtual practicum. An anonymous survey was created to gather participant feedback; the link was embedded in an email invitation to practicum participants. RESULTS: The majority of respondents were English speaking, middle-aged, Black, non-Hispanic nurse practitioners. Content analysis revealed three themes: valuable interactions, supportive faculty, and enlightening feedback. CONCLUSION: Despite the crisis and ensuing consequences of the pandemic, DNP students who participated in the virtual practicum described a meaningful and valuable experience. [J Nurs Educ. 2021;60(9):513-516.].
Subject(s)
COVID-19 , Students, Nursing , Faculty, Nursing , Humans , Middle Aged , Perception , SARS-CoV-2Subject(s)
Career Choice , Educational Technology , Nursing , Students/psychology , Adolescent , Child , Humans , Program Development , United StatesABSTRACT
Preparing parents for discharge readiness starts by arming the neonatal intensive care unit registered nurses with the knowledge and understanding of family-centered care principles. Implementation of a 30-minute educational session followed by 4 weeks of mentoring increased neonatal intensive care unit registered nurses knowledge and supported a sustainable change in professional practice. Approaches used in this quality improvement project can serve as a framework for nursing professional development specialists.
Subject(s)
Parents/education , Patient Discharge/standards , Staff Development/methods , Adult , Female , Humans , Infant, Newborn , Intensive Care Units, Neonatal/organization & administration , Male , Middle Aged , Patient-Centered Care/methods , Staff Development/standardsABSTRACT
The growth of online education has created a learning environment that permits nontraditional students the opportunity for degree completion without the burden of relocation. Given the shortage of nurses at all educational levels, many institutions of higher learning have created online programs to meet the needs of both the student and the profession as a whole. Although convenient for the student and beneficial for the nursing profession, the online learning environment can present numerous challenges. Among these challenges are acts of student incivility-creating a difficult work environment for faculty and, at times, negatively affecting other students. Therefore, the purpose of this article is to review problems associated with student incivility and share the experience in creating as well as implementing a professionalism policy that addresses student incivility. Recommendations for policy creation are summarized.
