An Examination of the Career Choices of Nursing Graduates After Completing a Perioperative Elective.

In light of the perioperative nursing shortage, academic leaders at a mid-Atlantic school of nursing and leaders of three health care systems implemented an academic-practice partnership with the goal of increasing interest in this specialty. Nursing researchers used a descriptive study design to collect data from nursing alumni who participated in the perioperative elective between 2017 and 2021. They found that 25 (38%) of 65 graduates who participated in the elective entered perioperative nursing and 38 (68%) of 56 graduates who answered a question on considering future employment as a perioperative nurse indicated they would do so regardless of their current employment status. Graduates who participated in the elective and experienced a perioperative capstone placement had low anticipated turnover scores and intended to remain in a perioperative position. Academic and health care leaders should consider academic-practice partnerships as a strategy to recruit and retain perioperative nurses.

Learning Impact of Armed Forces Medical Background on Military Nursing Students in an Accelerated Bachelor of Science in Nursing Program.

ABSTRACT: The study examined differences between military students enrolled in an accelerated bachelor of science in nursing (BSN) program with and without medical experience and/or a previous bachelor's degree on graduation grade point average (GPA) and NCLEX®-RN first-time pass rates. Significant differences were found between groups with/without military medical experience on NCLEX-RN, but not graduation GPA. Significant differences were found between groups with/without prior degree on GPA, but not on NCLEX-RN. Having both medical experience and a prior degree did not make a difference on GPA or NCLEX-RN. Findings offer guidance on admission criteria to accelerated programs for this unique group of students.

A Veterans' Bachelor of Science in Nursing Initiative: Ten Valuable Tips.

ABSTRACT: This article describes a funded grant project whereby 10 tips are shared for those considering starting a veterans' bachelor of science in nursing initiative: secure the support of the institution; establish a point person for the initiative; maximize student success resources; acknowledge past academic work and military experience; hire prior-service Armed Forces Nurse Corps officers as faculty; deliver training opportunities for nonmilitary faculty to learn about veterans; offer students the opportunity to learn and socialize with their noncivilian peers; capitalize on the assets veterans bring to the classroom; provide a structured learning environment; and generate data-based publications.

Facilitators and challenges to military undergraduate nursing student success.

BACKGROUND: Understanding the broader community of educators and programs involved in the education of military nursing students (MNSs) is needed to develop best practices that support their academic success. PURPOSE: The purpose of this study was to 1) identify factors nursing faculty perceived would facilitate and/or challenge the success of MNSs when transitioning to and progressing through baccalaureate nursing programs, and 2) ascertain successful strategies used in teaching and working with these students. METHODS: A descriptive survey research design was used to collect data from faculty at 26 schools of nursing that received federal funding to support the transition of veterans to a career in nursing. Quantitative and qualitative data were collected, analyzed, and integrated via descriptive statistics and content analysis. RESULTS: The survey was completed by 88 faculty from 19 of the 26 schools. The top four categories for both the facilitators and challenges, based on Jeffreys' (2015) NURS Model, were student affective characteristics, student profile characteristics, professional integration factors, and environmental factors. Programmatic factors were the most commonly cited success strategies, including having culturally competent, knowledgeable, and designated faculty and staff for MNSs. CONCLUSION: Developing evidence-based strategies to use in teaching and advising MNSs ideally will ensure their academic success.

New Faculty Orientation for Nurse Educators: Offerings and Needs.

BACKGROUND: The purpose of this study was to identify the common elements for new faculty orientation (NFO) programs and then replicate two previous studies regarding NFO offerings and needs. METHOD: Using a descriptive survey research design, a 40-item survey was developed based on Morin and colleagues' surveys and disseminated via the Qualtrics platform. The survey addressed nurse faculty orientation offerings and needs. RESULTS: Some form of orientation was offered to 61% of the respondents. Only 14% identified a person responsible for orienting new faculty to their nursing program, 15% said no one person was accountable, and 69% reported they did not know who was responsible. The top three categories to be included in an orientation program were educational environment, academic environment, and social milieu. CONCLUSION: NFO programs attended by nursing faculty may not be as comprehensive or effective as they could be. [J Nurs Educ. 2021;60(5):273-276.].

Faculty Perceptions in Facilitating Success for Accelerated BSN Student Veterans.

ABSTRACT: Student veterans enrolled in nursing programs often experience challenges transitioning to higher education environments. This study investigated faculty perspectives regarding the strengths and challenges of student veterans in an accelerated bachelor's of science in nursing program; faculty (N = 21) participated in focus groups. Four themes emerged: No Man Left Behind, Acclimating to the Higher Education Environment, Not Wanting to Be Different, and Professionalism/Maturity. Faculty perceived student veterans possess strengths and approaches to learning different from students without a military background. Integrating these strengths into the curriculum, with strategies such as team-based learning and group assignments, will leverage their skills and facilitate academic success.

Military nursing: A primer for new recruits.

This article offers an overview of military nursing and provides three examples that illustrate how nurses can advance their careers within each service.

Military Students' Strengths and Challenges Based on Their Military Experiences: An Integrative Review.

BACKGROUND: Civilian nursing programs educate 100% of undergraduate military nursing students, yet many faculty are unaware of the challenges these students may encounter when they transition to the civilian classroom. The primary purpose of this integrative review was to ascertain the factors that challenge and/or facilitate a military student's transition to the civilian nursing classroom. A second purpose was to present recommendations so educators can become culturally competent to work with this unique student population. METHOD: Whittemore's and Knafl's five-step integrative review method (e.g., problem identification, literature search, data evaluation, data analysis, and presentation) was used to critically analyze and synthesize the literature regarding military students. RESULTS: More than 70 articles were included in the final sample. They were framed by the interaction of the eight categories identified in Jeffreys' Nursing Universal Retention and Success model. CONCLUSION: Recommendations are offered based on the review of the literature. [J Nurs Educ. 2019;58(7):392-400.].

Best Practice Tips for the Assessment of Learning of Undergraduate Nursing Students via Multiple-Choice Questions.

AIM: This article explores the current literature regarding multiple-choice testing and presents best practice tips to incorporate when designing a multiple-choice test. BACKGROUND: Multiple-choice testing is used extensively in undergraduate nursing programs as an evaluation tool, yet many nurse educators struggle with developing high quality multiple-choice tests. Flawed multiple-choice items disadvantage nursing students, conceivably resulting in failing tests they should have passed. METHOD: This integrative review included articles published in English from 2008 to 2017; the electronic databases explored were CINAHL, Scopus, ERIC, and Education Source; and 17 search terms were applied. Twenty-eight articles were included in the final sample. RESULTS: The integrative review of the literature revealed 29 valuable tips, via four categories, for developing and using multiple-choice tests. CONCLUSION: New and seasoned educators will benefit from this refreshing update, armed with best practice tips to consider the next time a multiple-choice test is designed.

Awareness of posttraumatic stress disorder in veterans: a female spouse/intimate partner perspective.

The purpose of this qualitative study was to identify perspectives of female spouses/intimate partners regarding posttraumatic stress disorder (PTSD) in returning Iraq and Afghanistan combat Veterans. Through the use of a self-administered questionnaire based on Flanagan's critical incident technique, reports were obtained from a purposive sample of 34 spouses/intimate partners of Veterans recruited through a social group for military spouses and a university in southeastern North Carolina. Two-thirds of the participants reported not having received formal education about PTSD. The main perceived barriers to PTSD treatment seeking were denial of symptoms, fear, and stigma about disclosing PTSD symptoms. Spouses/intimate partners observed Veterans for changes in behavior and routines, disturbed sleep patterns, and nightmares. In the event of PTSD treatment resistance, spouses/intimate partners reported they would suggest the need for treatment, issue an ultimatum, take action, or offer patience and support without taking any action.

The retention of recalled United States Navy nurse reservists.

The purpose of this study was to identify factors that contribute to the retention of United States Navy Nurse Corps reservists called to duty in 2003. Data were collected by questionnaires based on Price and Mueller's causal model of voluntary turnover and were analyzed via descriptive statistics, multiple regression analysis, exploratory factor analysis, and structural equation modeling. The data indicate that the model fits the data well, with job satisfaction having the strongest influence on one's intent to stay in the Reserve. The data analyses did not support the concern that a negative experience with a recall could make a reservist resign his/her commission. The results may prove useful to any nation that relies on a volunteer reserve force to augment its day-to-day nursing capabilities.

Research considerations when studying disasters.

Nurses play an integral role during disasters because they are called upon more than any other health care professional during disaster response efforts; consequently, nurse researchers are interested in studying the issues that impact nurses in the aftermath of a disaster. This article offers research considerations for nurse scientists when developing proposals related to disaster research and identifies resources and possible funding sources for their projects.

Intimate partner violence: implications for critical care nursing.

IPV presents a serious health risk to many women. Emergency and critical care nurses are in a prime position for identification of and intervention with these women. Careful assessment and recognition of symptoms and conditions associated with IPV helps nurses to identify victims and potential victims. Building a trusting and supportive environment, where women feel comfortable disclosing abuse, precedes effective intervention. Nursing practice can incorporate the myriad resources and successful programs to provide victims with quality care. Before discharge from the critical care unit or ED, nurses can help women to identify their risk and plan for safety. Effective nursing care in IPV combines the traditional critical care nursing skills synergistically with provision for the biopsychosocial needs of patients.

Shipboard nursing on aircraft carriers: the perceptions of twelve Navy nurses.

The purpose of this study was to describe the experience of shipboard nursing on aircraft carriers. Using the principles of Husserlian phenomenology, 12 Navy nurses previously stationed aboard aircraft carriers were interviewed to explore their familiarity with being a ship's nurse. Shipboard nursing was best described by the following essences: (1) experiencing the best but toughest job the Navy has to offer its nurses; (2) ensuring readiness; (3) being one-of-one; (4) operating constantly in an environment of uncertainty; (5) having 2 families; and (6) making the job better for the next generation. Since the United States is currently a nation involved in wartime activities, the findings of this study are timely and give a public voice to this extraordinary experience of military nursing. Additionally, any nurse who is a sole practitioner may recognize some commonalities.