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.

Just Culture: Nursing Students Transition to Practice-a Longitudinal Study.

BACKGROUND: Although just culture is reportedly integrated across education and practice, little is known about how perceptions may change across time as students transition from prelicensure education to registered nurse in the practice setting. PURPOSE: The purpose of this study was to describe and compare just culture perceptions of registered nurses at 2 time points: (1) as prelicensure students and (2) as new graduate nurses with a minimum of 6 months of experience. METHODS: Utilizing the Just Culture Assessment Tool for Nursing Education (JCAT-NE) and the Just Culture Assessment Tool (JCAT), this within-subject, longitudinal study measured just culture perceptions across time. RESULTS: Although there was no statistically significant change in total scores across time, 8 individual items demonstrated statistically significant change. CONCLUSIONS: Students use the knowledge, skills, and attitudes about just culture taught in prelicensure education as new graduate nurses. However, findings reveal areas where the practice environment has altered perceptions of just culture.

Nursing student experiences of remote learning during the COVID-19 pandemic.

BACKGROUND: The emergence of the COVID-19 pandemic resulted in a sudden transition to remote learning. These circumstances presented many challenges for higher education faculty and students around the world but especially for nursing education programs which are traditionally conducted in a face-to-face learning environment that includes hands-on experiential learning. METHODS: Guided by Meleis' Transition Theory, a qualitative descriptive design was utilized to explore prelicensure nursing students' experiences of the transition to remote learning during the Spring 2020 semester. Participants were recruited from one baccalaureate program in the Pacific Northwestern United States. Interviews were conducted and transcribed using a web conferencing platform. Data were analyzed using Colaizzi's phenomenological reduction. RESULTS: Eleven students participated. Interviews revealed four overarching themes: technological challenges, academic relationship changes, role stress and strain, and resilience. CONCLUSION: The sudden transition to remote learning resulted in a number of challenges for nursing students. Despite these challenges, students demonstrated a remarkable sense of resilience and perseverance. Faculty have an opportunity to address student stressors and design remote courses in such a way to facilitate student engagement and community building.

Understanding the most commonly billed diagnoses in primary care: Hyperlipidemia.

This installment in the series on the most commonly billed diagnoses in primary care focuses on hyperlipidemia. This article discusses the pathophysiologic processes of hyperlipidemia as well as how the clinical manifestations and treatments are linked to the pathogenesis of disease.

Understanding the most commonly billed diagnoses in primary care: Atherosclerotic cardiovascular disease.

Atherosclerotic cardiovascular disease (ASCVD), the buildup of plaque within the arterial walls, contributes to acute coronary syndrome, angina, stroke, transient ischemic attack, and peripheral arterial disease. This second article in a series about the most commonly billed diagnoses in primary care describes the pathophysiologic processes of ASCVD as well as how the clinical manifestations and treatments are linked to the pathogenesis of the disease.

Nurse Faculty Orientation: An Integrative Review.

BACKGROUND: Nursing faculty orientations vary in length, content, and comprehensiveness; this may influence faculty effectiveness and retention. PURPOSE: This review was conducted to identify essential elements for nursing faculty orientation and to develop an orientation checklist and index of mentor-mentee responsibilities. METHODS: An integrative review was conducted using the Ganong approach. The search generated 48 articles that met the inclusion criteria and were evaluated and interpreted. RESULTS: Essential elements for nursing faculty orientation were identified. Both a comprehensive orientation checklist that encompasses academic culture, teaching, scholarship, and service and an index of mentor-mentee responsibilities were created based on the evidence. CONCLUSION: Formal orientation to the academic setting assists nursing faculty through their transition. A comprehensive checklist helps the mentor and mentee to track progress. Addressing the needs of new faculty may result in improved nurse faculty satisfaction, productivity, and retention while producing better student outcomes.

Promoting Nurse Retention Through Career Development Planning.

This is the second article in a new series about evidence-based practice (EBP) that builds on AJN's award-winning previous series-Evidence-Based Practice, Step by Step-published between 2009 and 2011 (to access the series, go to http://links.lww.com/AJN/A133). This follow-up series will feature exemplars illustrating the various strategies that can be used to implement EBP changes-one of the most challenging steps in the EBP process.

Development of a Tele-ICU Postorientation Support Program for Bedside Nurses.

The end of the formal unit orientation program is a stressful time of adjustment for nurses hired into critical care without previous critical care experience. Although most units offer reassurance that experienced colleagues will provide the needed guidance, consistent support may not be available for many reasons. Development of a structured postorientation program designed to provide support and ongoing feedback to bedside nurses who have completed orientation is one strategy to assist nurses through this period of adjustment. The experience and expertise of the tele-intensive care unit nurse are excellent resources that can be called on to provide the needed support.

Comparison of two pain scales for the assessment of pain in the ventilated adult patient.

The assessment of pain experienced by the patient requiring mechanical ventilation can be a challenge for critical care nurses. This study was conducted to assess the reliability and validity of two pain behavior assessment tools. Patients who met the inclusion criteria were enrolled from 13 critical care units and one long-term acute care unit within eight hospitals. A total of 200 patients were assessed over an 8-week period. The findings suggest that both tools have adequate reliability and validity. Use of a pain behavior tool is one strategy to improve assessment of pain experienced by the mechanically ventilated adult patient who is unable to provide a self-report.