Subject(s)
Leadership , Humans , Congresses as Topic/trends , Societies, Nursing , United States , Perioperative Nursing/trendsABSTRACT
Oncology Nursing Society (ONS) Past President Judi L. Johnson, PhD, RN, FAAN, dedicated her career to guiding cancer education, patient- centered care, and oncology nursing excellence. On Saturday, April 20, 2024, Johnson pas.
Subject(s)
Neoplasms , Oncology Nursing , Societies, Nursing , Humans , History, 21st Century , Female , Global Health , Male , History, 20th Century , Middle AgedABSTRACT
Nursing education is shifting toward competency-based education (CBE) in line with the American Association of Colleges of Nursing's (AACN) 2021 Essentials. This pedagogical shift from knowledge-based leaner outcomes to competency-based learner and program outcomes affects how faculty teach, how students learn, and how programs allocate resources to support this change. The initial move toward CBE necessitates scrutiny of current curricula and alignment of curriculum, teaching strategies, and assessment tactics framed within the ten domains of the Essentials. Drawing on the Donabedian quality improvement framework, one school of nursing's curricular revisions project team discusses their strategies and challenges in implementing the AACN Essentials, illustrating the structural, procedural, and initial outcomes of adopting the Essentials across programs and specialties. Key to this approach is engaging all relevant stakeholders and mapping current curricula to the Essentials' many competencies and subcompetencies. This work informs curricular revisions and fosters faculty engagement and creativity. Lessons learned highlight a critical need for ongoing faculty development and use of learner-centric pedagogies to achieve students' competency development and practice readiness. This article offers insights and guidance for nursing programs embracing CBE and aligning with AACN Essentials.
Subject(s)
Competency-Based Education , Curriculum , Faculty, Nursing , Humans , Students, Nursing , Education, Nursing , Education, Nursing, Baccalaureate , Clinical Competence , United States , Societies, Nursing , Quality ImprovementSubject(s)
Congresses as Topic , Humans , Congresses as Topic/trends , Perioperative Nursing , Societies, NursingSubject(s)
Awards and Prizes , Congresses as Topic , Humans , Perioperative Nursing , Societies, NursingSubject(s)
Congresses as Topic , Humans , Congresses as Topic/trends , Societies, Nursing , Perioperative NursingSubject(s)
Neonatal Nursing , Humans , Neonatal Nursing/standards , Infant, Newborn , Female , Male , United States , Adult , Societies, Nursing/organization & administrationABSTRACT
The American Association of Nurse Anesthesiology (AANA) Practice Committee, in collaboration with AANA Professional Practice staff, advisory panels, and subject matter experts, annually applies a standardized evidence-based process to review, evaluate, and revise clinical resource documents found in the Professional Practice Manual for the CRNA (Certified Registered Nurse Anesthetist) and on the AANA website. This article highlights several revised and newly developed documents, which include topics such as diversity, equity, and inclusion, anesthesia and analgesia for obstetric patients, and safe injection guidelines.
Subject(s)
Nurse Anesthetists , Nurse Anesthetists/education , Humans , United States , Practice Guidelines as Topic , Societies, NursingSubject(s)
Electronic Health Records , School Nursing , Humans , School Nursing/methods , United States , Societies, Nursing , ChildABSTRACT
BACKGROUND: Leadership development, career advancement, and collaboration among scholars are essential to nurturing nursing research excellence and sustainability. The Midwest Nursing Research Society (MNRS) has incorporated several strategies to advance nursing science and to increase the pool of future nurse leaders. In this article, we describe the process, activities, and outcomes of the Leadership Academy (LA), an innovative initiative from MNRS developed to identify, engage, and nurture future generations of leaders. METHODS: For the LA 2022 to 2023 period, the MNRS leaders selected a cohort of 5 nurse scholars and engaged them in activities to develop, enhance, and advance their leadership skills. By following the LA purposes, the cohort participated in monthly meetings with MNRS leaders, received individual mentoring sessions, assessed strengths and areas for further development, attended seminars, participated in a book club, and implemented a cohort project that focused on the promotion and support of early career scholars. RESULTS: Outcomes showed increased knowledge about organizational governance, direction, and resource development; leadership confidence culminating with leadership positions inside and outside MNRS; career development plans; engagement with board members, and enhanced networking. Moreover, the cohort members planned and executed a well-attended conference special session that engaged a large group of scholars to discuss challenges and opportunities for career development at the MNRS Annual Conference. CONCLUSION: The MNRS LA is a thriving organizational initiative that promotes engagement and leadership skills development thereby increasing the pool of candidates confidently prepared to lead the nursing profession.