Maintenance of CPR skills among nursing students trained using Resuscitation Quality Improvement® program.

Background: The Resuscitation Quality Improvement® (RQI) program is a competency-based approach that provides low dose, high frequency cardiopulmonary resuscitation (CPR) skills training. Limited research has evaluated its effectiveness with nursing students who need to be prepared to respond to cardiopulmonary emergencies despite their student status and to be competent in CPR as they transition into practice. Objective: The objective of this multisite longitudinal study was to examine the maintenance of adult and infant compressions and ventilation skills by nursing students at 3 and 6 months following practice with real-time feedback using the RQI® program. Methods: The effectiveness of brief practice of CPR skills at the RQI® simulation station on the maintenance of skills was analyzed with 238 nursing students from six universities across the United States. Participants completed three practice sessions, at baseline (month 0), 3 months, and 6 months. At baseline, they performed compressions and ventilation with a bag-valve mask on adult and infant manikins without feedback (pretest), followed immediately by a session integrating real-time, objective feedback (both audio and visual) on their performance. CPR practice on the manikins with feedback on performance was then repeated every 3 months. Results: Practicing CPR skills at the RQI® simulation station every 3 months with real-time feedback enabled participants to maintain their compression and ventilation skills and improve them from baseline (month 0) to 6 months. There was no loss of skills among these participants. Median scores on the first attempt to compress and ventilate stayed above the minimum 75 % overall score that learners must achieve to be considered an adequate performance. Conclusions: This study demonstrated that brief practice of CPR skills at the RQI® simulation station every 3 months with real-time feedback was highly effective for maintaining students' competence in compressions and ventilation. Once the RQI® program is set up in a school, students could practice on their own as needed to maintain their skills.

Developing competency of nursing students in cardiopulmonary resuscitation using Resuscitation Quality Improvement technology.

OBJECTIVES: This study examined the outcomes of training nursing students in CPR skills using the Resuscitation Quality Improvement (RQI) program. METHODS: Nursing students (n=2,193) in 12 schools across the United States participated in this study. Students performed compressions and bag-masked ventilation on adult and infant manikins using the RQI simulation station without and then with feedback on their performance. RESULTS: With real-time, objective feedback from the RQI simulation station, students' performance of CPR skills improved, and they retained their skills over time. CONCLUSIONS: The RQI program and methodology of feedback is effective for training nursing students to be competent in CPR skills, essential for safe patient care. Nursing and other healthcare professions programs should consider adopting the RQI program for students to develop competency in CPR.

Increasing Diversity in the Advanced Practice Nursing Workforce Through Partnerships With Historically Black Colleges.

BACKGROUND: Health inequities have enhanced efforts to diversify the nursing workforce. Despite recruitment strategies, the percentage of Black nurse practitioners (NPs) lags in comparison with the populous. PROBLEM: Barriers to improving workforce diversity can be traced to academic nursing's lack of diversity in faculty, under-resourced education opportunities for students from underrepresented backgrounds, and historical hurdles. APPROACH: One systems-level approach to increasing NP workforce diversity is developing pathway programs aimed at preparing, recruiting, and supporting Black students into advanced practice nursing education. Current undergraduate RN students from 2 historically Black colleges and universities (HBCUs) attended a 1-week summer immersion program at a graduate school of nursing at a predominately White institution. CONCLUSION: Pathway programs for Black undergraduate RN students show promise for increasing awareness of graduate nursing, offering race and ethnicity concordant mentorship, and cultivating deep awareness for health equity.

No Health Equity Without Diversity: Strengthening Nursing Programs in Historically Black Colleges and Universities.

In April 2022, Adtalem Global Education sponsored a virtual summit entitled Advancing Equity in Healthcare, in which several of the authors of this article and other prominent health-care professionals examined the need to diversify the health-care profession. Topics included educational justice and its impact on health care, the business case for transforming and advancing health equity, and addressing systemic inequities and improving health outcomes for historically marginalized persons. The summit inspired the authors to write this paper to advocate for authentic, sustainable partnerships led by Historically Black Colleges and Universities, as a means to diversify nursing leadership and to stem systemic and structural inequities in health care.

Promoting health equity with HBCUs: Breaking away from structural racism.

BACKGROUND: The United States continues to be plagued with pervasive health disparities. Leading health and professional organizations acknowledge structural racism as a contributing factor for the lack of a racially diverse nursing workforce particularly those serving in leadership roles which could help to mitigate health disparities among historically stigmatized populations. PURPOSE: Purpose Lack of funding for Historically Black Colleges and Universities (HBCUs) and lack of meaningful partnerships, stymie efforts that can be made by nursing programs at HBCUs. DISCUSSION: Discussion This position paper examines collaborative actions that can address upstream factors that perpetuate healthcare disparities through deep engagement between the policymakers, professional associations, industry, and educational institutions. METHODS: Faculty representing HBCU's and predominately White institutions, professional organizations, and staff met via videoconference to refine the focus of the paper, determine topic areas for writing teams, and refine details which occurred during weekly meetings. CONCLUSION: To disengage from structural racism, three critical recommendations are amplified with associated examples.

It Is Up to Faculty: An Exploration of Registered Nurse-to-Bachelor of Science in Nursing Student Intent for Faculty Role.

AIM: The aim of this study was to explore registered nurse (RN)-to-bachelor of science in nursing (BSN) students' intent to pursue a faculty role. BACKGROUND: The nursing faculty shortage is predicted to worsen as faculty reach retirement age. The shortage affects enrollment into nursing programs because of lack of qualified faculty. Increasing the number of faculty available is critical to maintain nurses needed to care for citizens. METHOD: Using a qualitative descriptive approach, RN-to-BSN students were asked about their intent to become faculty later in their career. RESULTS: Eight RNs pursuing their BSN were interviewed. Five themes emerged from interviews: modeling the role, positive and negative; planting the seed; perceiving rather than knowing; seeing the light bulb go on; and weighing the pros and cons. CONCLUSION: Nursing faculty can influence RN-to-BSN students' intent to become faculty and can attract students to the role by conveying enthusiasm, being collegial, and maintaining clinical relevance.

RN-to-BSN Students' Intent to Become Faculty: A Multisite Study.

BACKGROUND: A nursing faculty shortage means fewer nurses, exacerbating nursing shortages. PURPOSE: The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role. METHODS: The study was multisite and multimethod using 5 instruments. RESULTS: Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role. CONCLUSIONS: RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.