Examining Admission Factors Predicting Success in a Doctor of Nursing Practice Program.

BACKGROUND: Graduate nursing programs are challenged to select students who are likely to succeed and who add to nursing workforce diversity. METHOD: For this retrospective study, researchers examined 5 years of admission and retention data from a 4-year Bachelor-to-Doctor of Nursing Practice (DNP) program (n=144) at a large public midwestern university. Using a multinomial logistic regression analysis, four factors were examined to determine which predicted student success, delayed success, or failure: last 60-credit grade point average (GPA), admission essay score, average recommendation letter score, and demographic data (i.e., race, age, gender). RESULTS: GPA, age, and race were found to be significant predictors of student outcomes in this program. Writing and recommendation scores and gender did not predict student outcomes. CONCLUSION: DNP admission committees should consider the weight given to the GPA in their admission formulas and be prepared to work with retention committees to support older and minority students. [J Nurs Educ. 2018;57(1):49-52.].

Evaluation of Doctor of Nursing Practice Students' Competencies in an Online Informatics Course.

BACKGROUND: Doctor of Nursing Practice (DNP) programs have experienced rapid growth across the United States. With the expansion of electronic health records, DNP students are expected to acquire the knowledge and skills needed to manage data and apply informatics concepts. However, little information exists to help faculty evaluate student competency in these areas. METHOD: This retrospective analysis evaluated the competencies of a convenience sample of DNP students enrolled in an online informatics course. Two areas were assessed in this study: acquisition of informatics skills, and analysis or application of informatics concepts. RESULTS: Regarding informatics skills, postbaccalaureate students performed better than post-master's students. In analysis and application of informatics concepts, post-master's students performed better than postbaccalaureate students. CONCLUSION: Different educational strategies may need to be created to meet the varying needs of postbaccalaureate and post-master's students in DNP programs. [J Nurs Educ. 2017;56(6):364-367.].

A Pilot Study to Assess a Teaching Intervention to Improve Sleep-Wake Disturbances in Parents of Children Diagnosed With Epilepsy.

AIMS: The aim of this study was to assess the impact of screening and teaching interventions for sleep-wake disturbances in parents of childhood patients with epilepsy. METHODS: This was a prospective, descriptive study using convenience sampling. After informed consent was obtained from eligible parents who agreed to participate, study questionnaires were administered. All parents were provided with an individualized teaching intervention. Study tools were readministered 8-12 weeks later to evaluate if the individualized teaching intervention altered or improved sleep-wake disturbances. RESULTS: The t value for the paired t test of the Epworth Sleepiness Scale prescore and postscore was 0.000 with a two-tailed probability value of 1.000, and the t value for the paired t test of the Pittsburgh Sleep Quality Index prescore and postscore was 0.713 with a two-tailed probability value of .492, indicating no significant difference between pre and post Epworth Sleepiness Scale or Pittsburgh Sleep Quality Index scores. CONCLUSIONS: A sleep hygiene teaching intervention for parents of children with epilepsy was not effective in this setting of an inner-city epilepsy monitoring unit in changing postintervention scores on measures of both nighttime sleep quality and daytime sleepiness. These results must be interpreted with caution secondary to the small number included in the initial phase of this study. A larger number of participants will be needed to verify these findings. If the results remain consistent with a larger number, studies evaluating variables of cause may be helpful to determine more effective interventions.

Antimicrobial Resistance Education in the Primary Care Setting.

Background: Antimicrobial resistance has become a problem of epidemic proportions; however, patients believe antibiotics can treat any infection (National Committee for Quality Assurance [NCQA], 2011). Judicious prescribing practices are known to decrease antimicrobial resistance in the community (Centers for Disease Control [CDC], 2012). Purpose: Primary care providers (PCPs) are in a position to change current prescribing practices and patient beliefs regarding antimicrobials. This project focused on a PCP-facilitated educational intervention. Design/Methods: A quasi-experimental chart review performed over 3 months. PCPs were educated on CDC treatment guidelines for acute bronchitis, sinusitis, pharyngitis, and the educational pamphlet. The PCPs provided a brief educational session with the pamphlet to patients presenting with upper respiratory infections (URIs). Sample: A convenience sample of patients 18-64 years old presenting with URI symptoms; data were collected on antibiotic prescriptions, patient demographics, comorbid diagnoses, and discharge diagnosis. Results: Antibiotic prescribing rates for patient's pre- to postintervention decreased significantly from 77.9% to 61.6% (1, N = 163) = 0.02, p < .05. Improved adherence to guidelines from pre- to postintervention for bronchitis was demonstrated yet no statistically significant improvement for pharyngitis and sinusitis. Conclusion: A PCP-facilitated educational intervention demonstrated an effective method to reduce antibiotic prescriptions for URIs in primary care.

Developing a selection method for graduate nursing students.

PURPOSE: The student selection process is an important faculty responsibility that impacts student success in individual courses, retention, and ultimately graduation rates. The purpose of this article is to review the existing research on graduate student selection and describe one university's newly developed selection process. DATA SOURCES: Existing literature and research and one university's selection data. CONCLUSIONS: There is limited existing research on graduate student selection to assist faculty in selecting students. One university's process is described in detail for possible replication by others to improve the process. IMPLICATIONS FOR PRACTICE: The process highlighted in this article may be useful to other faculty as a model for improvement of student selection processes.