Trends, Future Directions, and Questions for Preparing Successful Nurse Faculty.

BACKGROUND: Many nurse educators enter the faculty role with little academic teaching experience. Although there is evidence that providing clear expectations and targeted training on teaching and learning is beneficial for new faculty members, inconsistencies and content gaps in orientation programs and prerequisite knowledge for nurse educators still pose challenges to faculty success. METHOD: This article reviews the current state of preparation for nurse educators, describes new knowledge and skills nurse educators need to prepare nursing students for practice, and suggests approaches to continuous growth and professional development. RESULTS: In addition to knowledge of foundational teaching concepts, nurse educators need advanced knowledge of technology, global health, and climate change. Today's learners are diverse and require equity-focused teaching and pedagogy responsive to individual learner characteristics and backgrounds. CONCLUSION: Ensuring nurse educators are prepared to deliver a high-quality education program requires up-to-date professional development, a comprehensive orientation, and ongoing faculty support. [J Nurs Educ. 2023;62(12):661-667.].

Evaluation of DNP program essentials of doctoral nursing education: A scoping review.

BACKGROUND: In 2021, the American Association of Colleges of Nurses revised the core competencies for professional nursing education. The revision includes a call for a transformation from a traditional approach to a competency-based approach for teaching and learning. PURPOSE: The purpose of this systematic scoping review was to provide a fuller understanding of how DNP programs have historically evaluated and documented attainment of the essentials of doctoral nursing education in a summative manner in order to inform developing methods for addressing the newly endorsed advanced-level competencies in nursing education. METHODS: A systematic scoping review was completed using PRISMA for Scoping Reviews Guidelines. Databases searched included PubMed (MEDLINE), CINAHL, Education Full Text, Web of Science, and ProQuest Dissertations and Theses. Included reports needed to discuss student competencies and reflect the summative evaluation of the DNP essentials in a DNP program. Data extracted included title, lead author name, lead author affiliation, type of program, aims, design, process, results, competencies included, and DNP project inclusion. RESULTS: Of the 2729 reports initially identified, five met inclusion criteria. These articles described diverse methods for documenting student attainment of DNP competencies including leadership narratives, electronic portfolios, and clinical logs. CONCLUSION: DNP programs have used summative evaluation methods to document fulfillment of the DNP essentials, but a competency-based education approach requires additional formative evaluations that incrementally support learners' progression toward achieving competencies. Faculty can modify exemplars presented from a review of the literature to serve as summative or formative evaluations of DNP advanced-level nursing competencies.

Examining Stigma and Disclosure Among Women With HIV in the Southern United States: Qualitative Study Guided by the Adaptive Leadership Framework for Chronic Illness.

ABSTRACT: Stigma is a fundamental cause of health inequities. Guided by the Adaptive Leadership Framework for Chronic Illness (ALFCI), this descriptive qualitative study explored the challenges of stigma and disclosure experienced by women with HIV (WWH) in the Southern United States. A convenience sample of 22 WWH aged 36 to 62 years were interviewed for this study. Analysis of participant interviews revealed that WWH face a multitude of stigma-related technical and adaptive challenges, which are consistent with the ALFCI. Once identified, technical challenges, such as recognizing the need for support, lack of trust, and fear of rejection, can be overcome by technical work, including providing assistance with HIV disclosure and building a trusted network. By identifying specific adaptive and technical challenges faced by WWH and engaging in technical and adaptive work, the WWH and the provider can reduce the fear of disclosure and the effect of stigma.

Considerations and Recommendations for Care of Black Pregnant Patients During COVID-19.

Black pregnant patients experience perinatal morbidity and mortality rates greater than other ethnic groups. These health disparities exist primarily because of systemic racism, bias, and discriminatory acts within the health care system. The COVID-19 pandemic has reinforced health disparities experienced by all vulnerable populations in the United States, including black pregnant patients. This article highlights some of the factors that may impact the experience of black people as they navigate the COVID-19 pandemic and presents strategies that every provider can implement to minimize the detrimental effects of this devastating virus during pregnancy.

The Power of a Story: Enhancing Students' Empathy for Transgender Pregnant Men.

BACKGROUND: Transgender individuals continue to face stigma and discrimination within the health care system. Sharing the lived experience of transgender pregnant men can increase awareness, understanding, and empathy for this underrepresented population. METHOD: A transgender man (and advocate) shared his pregnancy experiences with students enrolled in a maternity course. Students completed pre- and postpresentation surveys on their perceptions of working with transgender patients and the importance of providing transgender-affirming care. RESULTS: Students reported the speaker's presentation increased their awareness of the experience of transgender patients. Many students reported increased interest and desire to provide trans-affirming care. CONCLUSION: Nursing faculty can provide opportunities for students to meet and speak with transgender patients as a strategy to increase empathy and reduce discrimination toward transgender patients in health care. [J Nurs Educ. 2022;61(8):489-492.].

Learner Response to an Activity Introducing Adverse Childhood Experiences as a Social Determinant of Health.

BACKGROUND: Threading content on the social determinants of health into the nursing curricula is a best practice recommended by certifying bodies; however, introducing content on social determinants of health can overwhelm learners, who may have difficulty relating the information to their nursing practice. METHOD: A learning strategy was developed that used film and an experiential activity to introduce content on adverse childhood experiences, a social determinant of health, and resilience into nursing course-work. A total of 130 first-semester nursing students viewed a film in class and participated in a focused debriefing and subsequent clinical exercise. RESULTS: The majority of participants (97%) believed the film appropriately introduced the content. Learners reported the debriefing was helpful in relieving distress, and 95% found the content relevant to their future nursing practice. CONCLUSION: Early introduction of key concepts related to adverse childhood experiences may assist prelicensure nursing students in developing a trauma-informed professional practice. [J Nurs Educ. 2022;61(11):650-653.].

Inclusive Care for Birthing Transgender Men: A Review of the Literature.

We conducted a review of literature to examine the experiences of transgender men (transmen) seeking pregnancy care. Our review revealed that transmen and cisgender persons desire pregnancy at similar rates; however, transmen experience discrimination from health care systems and providers. Additionally, pregnant transmen may experience unique psychological needs and require support for postpartum contraception and lactation. Based on a synthesis of the available literature, we offer strategies for providing inclusive care for birthing transmen and resources for further professional development related to transgender health issues.

Adaptive leadership in clinical encounters with women living with HIV.

BACKGROUND: Women living with HIV (WLWH) report low engagement in health care, missed office visits, and less engagement in the clinical encounter. Strengthening the clinical encounter for WLWH may improve health outcomes and quality of life. The Adaptive Leadership Framework for Chronic Illness offers specific adaptive leadership strategies for providers to improve patient-provider interactions. The purpose of this study was to examine adaptive leadership behaviors that contribute to the development of effective patient-provider communication from the perspectives of WLWH. METHODS: The descriptive, cross-sectional and qualitative study conducted interviews with 22 WLWH to assess perceptions of the clinical encounter related to HIV-related stigma, engagement in care, medical distrust, and experiences with discrimination and quality of life. Members of the study team using a set of a priori codes analyzed data using NVivo 12.0. RESULTS: Participants described two primary themes and subthemes of each for adaptive leadership behaviors. The primary theme for adaptive leadership of providers was "my provider cares about me"; subthemes were communication, trust building takes time, and supportive providers are trusted. The primary theme for adaptive leadership of WLWH themselves was "I care about me; subthemes were self-advocacy and self-empowerment. CONCLUSIONS: Providers can use adaptive leadership behaviors during clinical encounters to support WLWH, improve patient-provider communication, enhance trust, and improve patient outcomes.

Adaptive Challenges, Adaptive Work, and Adaptive Leadership Among Women Living With HIV in the Southern United States: Findings From a Qualitative Study.

ABSTRACT: Women living with HIV have a higher burden of non-AIDS comorbidities and prevalence of chronic conditions. The Adaptive Leadership Framework for Chronic Illness clarifies living with complex health challenges by delineating the technical work of health care providers as well as the adaptive work and leadership behaviors of patients and their providers. We conducted a descriptive, qualitative study of women residing in the Southern United States who were participating in the Women's Interagency HIV Study in North Carolina. Twenty-two participants (mean age = 52.2 years; 90.9% self-identifying as Black or African American) completed semi-structured qualitative interviews. We identified adaptive challenges (e.g., affective and disclosure challenges) and adaptive work and leadership behaviors. Women learned skills to care for their health and support their families and to work with their providers to manage their care. Findings support the importance of identifying leadership behaviors for the purpose of developing person-centered interventions.

Exploring Resilience Among Black Women Living With HIV in the Southern United States: Findings From a Qualitative Study.

ABSTRACT: Black women living with HIV (WLWH) face individual and sociostructural challenges. Despite these challenges, many exemplify remarkable levels of resilience and coping. Yet, research on resilience and coping in this population is limited. Twenty Black WLWH in the Southern United States completed semi-structured interviews that explored challenges facing WLWH. We identified six themes related to resilience and coping: self-acceptance, disclosure, self-compassion, social support, will to live, and service. Of these, social support was a driving protective element and an essential component to building and sustaining resilience and coping. Women who experienced positive support often expressed a will to live as well as a desire to support other WLWH. Resilience and social support were characterized by patterns of reciprocity, in that they were mutually sustaining, stabilizing, and strengthening.

Improving Care of Skilled Nursing Patients: Implementation of Early Sepsis Recognition.

An aging population with underlying health conditions, such as heart disease and diabetes, is at high risk for infections, including pneumonia, influenza, and coronavirus disease 2019 (COVID-19). In particular, the number of individuals in skilled nursing and long-term care facilities is increasing and older adults are at greatest risk. Research reveals these infections can lead to sepsis, septic shock, and death unless detected early through a sepsis screening process. The current quality improvement project demonstrates the capabilities of an early sepsis recognition screening tool in a skilled nursing facility and explores process changes required to operate facilities with high quality care. [Journal of Gerontological Nursing, 47(8), 37-44.].

Role-play simulation to teach nursing students how to provide culturally sensitive care to transgender patients.

OBJECTIVE: Increase student knowledge and comfort with caring for a transgender individual and confronting colleagues when exhibiting poor cultural intelligence. BACKGROUND: Transgender patients often experience health care inequities, including heteronormative microaggressions in communication and policies. Simulation has been a successful means of providing students with the education, tools, and experience necessary to combat systemic injustice in health care. Simulation is an interactive pedagogy that allows nursing students to practice assessment, patient care, and difficult conversations in a controlled, risk-free environment. DESIGN/ METHODS: Prelicensure nursing students role-played a simulation created as an interactive learning strategy to promote culturally sensitive assessment of a transgender patient and their caregiver, including assessing for pronouns and providing patient-centered care. The simulation included preforming a difficult conversation between nurses to cultivate an environment of being an upstander. The simulation demonstrated holistic methods of assessing and supporting unique patient needs for the patient who is transgender. RESULTS: Nursing students reported they felt that their comfort with advocacy and ability to communicate with transgender patients, as well as with their families, and health care team members was enhanced after completing the simulation. CONCLUSION: Simulation has the ability to reduce discomfort and discrimination in health care for transgender patients by equipping students with culturally sensitive and inclusive communication tools and providing them with risk-free environment where they can learn to provide care for this vulnerable population in preparation for successful future encounters.

Systematic Screening for Perinatal Mood and Anxiety Disorders to Promote Onsite Mental Health Consultations: A Quality Improvement Report.

INTRODUCTION: Perinatal mood and anxiety disorders are the most common complication during pregnancy and postpartum. Screening, diagnosis, and treatment for these disorders are inhibited by limited mental health resources for patients and health care providers, lack of provider training, and time constraints. Systematic screening combined with onsite mental health consultation is an evidence-based method to increase timely diagnosis and treatment. The purpose of this quality improvement project was to promote and improve onsite mental health consultations through the implementation of a systematic screening guideline. PROCESS: The systematic screening guidelines included administration of the Patient Health Questionnaire-9 at the perinatal intake visit, the Edinburgh Perinatal Depression Scale between 28 and 32 weeks' gestation and again between 2 and 8 weeks postpartum. The guidelines included onsite mental health consultations for eligible women. Screening rates, attended onsite mental health consultations, and health care provider satisfaction and feedback surveys were collected over a 3-month period, before and after guideline implementation. OUTCOMES: Perinatal mood and anxiety disorder screening rates were significantly increased from 24.9% to 64.2% (P < .001) at the perinatal intake visit and in the third trimester from 0.3% to 32.8% (P < .001) with the implementation of a systematic screening guideline. Onsite mental health consultations significantly increased from 7.2% to 15.2% (P < .001). Perinatal care providers (n = 9, 100%) were satisfied with the screening guideline and reported that it added 5 minutes or less to their office visits. DISCUSSION: The implementation of a systematic perinatal mood and anxiety disorder screening guideline increased completed screenings in the perinatal period and increased the number of attended onsite mental health consultations. Systematic screening combined with onsite mental health consultation is a successful way to identify at-risk women and offer critical and convenient maternal mental health care without increasing the burden on perinatal care providers.

Adverse Childhood Experiences and Blood Pressure in Women in the United States: A Systematic Review.

INTRODUCTION: Elevated blood pressure is a leading contributor to adverse cardiovascular outcomes. Some studies suggest there is an association between adverse childhood experiences (ACEs) and subsequent elevated blood pressure in adulthood. The literature specific to ACEs and blood pressure in women has not been synthesized; thus the purpose of this systematic review was to examine what is known about the association between ACEs and blood pressure in women living in the United States. METHODS: In collaboration with a medical librarian, a systematic search of the literature published between January 1998 and December 2019 was conducted. Original, peer-reviewed publications were identified from PubMed, CINAHL, and PsycINFO databases. Studies were excluded if they (1) were conducted outside the United States, (2) measured acute stress or adult stressors, or (3) measured childhood- or pregnancy-related outcomes. RESULTS: Of 1740 articles, 12 publications met criteria for inclusion in this study, 8 of which were from cohort studies. Racial and ethnic diversity was limited, with half of the articles in this review consisting of samples that were majority white. Of the studies that used a self-reported history of hypertension, 60% obtained significant associations with ACEs, compared with only 30% of the studies that had objective blood pressure data. ACEs were associated with lower blood pressure in 3 studies. DISCUSSION: More research is needed to elucidate the relationship between ACEs and elevated blood pressure. Inconsistencies in the findings may be related to the measurement of blood pressure, assessment of ACEs, and population characteristics. Future studies should incorporate diverse population-representative samples with consideration for sex- or race-specific stressors such as pregnancy or racism and their potential influence on blood pressure. Health care providers may consider the history of ACEs as part of screening for cardiovascular risk factors among female patients, especially younger women presenting with elevated blood pressure.

Uprooting Racism: The Role of Nurses in Cultivating Improved Maternal Outcomes for Black and African American Women.

After controlling for education, socioeconomic status, and genetic factors, Black and African American patients in the United States are three to four times more likely to die in childbirth than are White patients. The literature is replete with strategies to improve maternal outcomes for Black and African American patients. Existing strategies focus on addressing poverty and individual risk factors to reduce maternal mortality, yet maternal outcomes are not improving for these patients in the United States. Recent literature suggests that a nuanced approach that considers the effects of individual and structural racism could improve maternal outcomes, especially for Black and African American patients. As nurses comprise the largest component of the health-care system, their collective power and influence can provide a powerful tool for dismantling structural racism. Some important concepts to consider regarding the care of the Black and African American population are cultural intelligence (CQ), allostatic load, and humanitarian ethos. By developing CQ and consistently including the four CQ capabilities (drive/motivation, knowledge/cognition, strategy/metacognition, and behavior/action) in all aspects of practice, nurses can help to uproot racism and cultivate experience to improve maternal health outcomes for Black and African American patients.

Rewriting the Microaggression Narrative: Enhancing Nursing Students' Ability to Respond.

BACKGROUND: It is recognized that expanding the number of racial/ethnic minority nurses is key to addressing the challenges of health disparities. However, some schools of nursing have not typically experienced diversity. PROBLEM: Diverse nursing students experience increasingly high rates of exposure to microaggression, discrimination, and bias in the clinical and classroom settings. Providing nursing students with strategies to respond to microaggressions can reduce barriers to nursing education. APPROACH: An interactive workshop based on the Theater of the Oppressed performance technique was developed to increase students' ability to recognize/respond to microaggressions. OUTCOMES: Students (n = 97) completed a preworkshop-postworkshop evaluation. After participation, students indicated an improved ability to recognize microaggressions with intent to respond when they occur. CONCLUSIONS: Race was the most common microaggression addressed in the skits, followed by gender and ability. The interactive nature of the workshop allowed students to practice strategies to address microaggressions.

A Description of the Characteristics and Behaviors of Master Teachers in Nursing.

Master teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.