Supporting neurodivergent nursing students in their practice placements.

Neurodivergent conditions such as autism, attention deficit hyperactivity disorder (ADHD), dyslexia, dyspraxia, dyscalculia and Tourette's syndrome are common, and it is highly likely that practice assessors and supervisors will be asked to support neurodivergent nursing students in their practice learning environments. This article details the strengths that neurodivergent students can bring to nursing, as well as some of the challenges they may experience in practice settings. It outlines how practice assessors and supervisors can develop neuro-inclusive learning environments where neurodivergent students can thrive, as well as how to support them if they are not meeting their required proficiencies. The authors also discuss how appropriate reasonable adjustments can be implemented by using a collaborative approach with students.

Strategies and criteria targeting the reform and development for the teaching resource of nursing undergraduate: A multi-center cross-sectional study.

ABSTRACT: Teaching resource of nursing students play an important role in improving clinical performance, while there is a little know and dearth of the access and development criteria or guidance of teaching resources for nursing undergraduates.To develop the admission and development criteria of education resources for nursing undergraduates, and to explore and determine its composition and connotation.A cross-sectional survey has been used.A total of 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers).A total of 20 nursing experts were consulted to develop the questionnaire of admission and development criteria of teaching resource for nursing undergraduates in China, and then 285 valid experts from 22 Chinese nursing schools and affiliated teaching bases (hospitals and community health centers) conducted the questionnaire survey to evaluate experts' consensus rate and view on the composition and connotation of the developed criteria.There were 6 domains and 43 items included in the admission and development criteria of teaching resource for nursing undergraduates, which domains included educational budget and allocation of resources, infrastructure, clinical teaching bases, books and information services, educational experts, and educational exchanges. The experts' consensus rate was more than 90.2%.The standard is helpful to guide the future admission and development of teaching resource for nursing undergraduates, and favor the education quality improvement of nursing undergraduates.

Promoting a Culture of Civility in Nursing Learning Environments.

BACKGROUND: Incivility in nursing education imperils the well-being of both faculty and students, is damaging to professional relationships, and hinders the exchange of knowledge in nursing learning environments. Because supportive, respectful learning environments foster students' ability to flourish and reach their highest potential, it is essential that open dialogue and relationship building in nursing education are as valued as content taught. PURPOSE: This study explored strategies for promoting a culture of civility in nursing learning environments. METHOD: A 9-item survey was used to gather insights from nurses (n = 441) about how incivility could be managed or prevented in order to promote a culture of civility. RESULTS: The data revealed 2 major themes: personal action, and organization action. CONCLUSION: Nursing faculty, students, and schools/programs can promote civility in nursing learning environments through establishing a power balance, effective communication, self-reflection, setting clear expectations early, and instituting consequences for violating a culture of civility.

A Summer Professional Immersion in Nursing Program for Underrepresented Minority Undergraduate Students.

BACKGROUND: By 2044, more than 50% of the U.S. population will consist of ethnic/racial minorities. To facilitate optimal health, the projected nursing workforce should mirror this statistic. This pilot study examined the effects of a Summer Professional Immersion in Nursing Program (SPIN) on confidence in career decision making of under-represented minority undergraduate students. The 4-week program exposed participants to various nursing experiences. METHOD: The Career Decision Self-Efficacy Scale was administered pre- and post-SPIN to measure level of confidence in career decision making. RESULTS: The sample included eight women, with an average age of 19.63 years (SD = 0.52). Comparative analysis was performed using a reliable change index. The pre- to post-SPIN change was 0.38, indicating a meaningful significant increase in confidence. CONCLUSION: SPIN is an example for nursing programs interested in attracting undergraduate underrepresented minority students. The program positively influenced self-efficacy toward career selection and may positively influence enrollment of underrepresented nurses in the future. [J Nurs Educ. 2020;59(11):631-636.].

Estrés y ansiedad al comienzo de las prácticas clínicas en estudiantes de Enfermería / Stress and anxiety in Nursing students at the start of their clinical practice

OBJETIVO: describir la percepción del estrés, los factores potencialmente estresantes y la ansiedad de los estudiantes de la Facultad de Enfermería de Soria al comienzo de sus prácticas clínicas, y determinar la influencia de factores sociodemográficos, académicos, situación familiar y estilos de vida sobre la percepción de estos. MÉTODO: estudio descriptivo transversal con 61 estudiantes de la Facultad de Enfermería de Soria (curso). Se estudiaron variables sociodemográficas (sexo, edad, actividad laboral), académicas (año de ingreso, cursar solo Prácticum I, beca, otros estudios), de situación familiar (residencia, pareja, personas a cargo, familiar sanitario, pérdida de familiar), estilos de vida (fumador/a, bebedor/a, ejercicio físico), estrés y factores potencialmente estresores (Cuestionario KEZKAK -mín. 0 a máx. 3 puntos-) y ansiedad estado-rasgo (Cuestionario STAI -mín. 0 a máx. 60 puntos-). Se realizaron análisis descriptivo y bivariantes para las variables psicológicas. RESULTADOS: participaron 60 estudiantes (edad mediana (Me) = 21 años). La puntuación global de estrés presentó una mediana de 1,89 (RIQ = 0,48). Los factores percibidos como más estresantes fueron "falta de competencia" (Me = 2,09; RIQ = 0,43) e "impotencia e incertidumbre" (Me = 2,05; RIQ = 0,54). La ansiedad estado-rasgo presentó una mediana de 17 (IQR = 8) y 17,5 (IQR = 10), respectivamente. El nivel de estrés, los factores potencialmente estresantes y la ansiedad estado se asociaron con el sexo (p < 0,05). CONCLUSIONES: los estudiantes de Enfermería en sus primeras prácticas clínicas percibieron niveles de estrés moderadamente altos y una ansiedad moderada, siendo los principales estresores "falta de competencia" e "impotencia e incertidumbre". El sexo está altamente asociado con el estrés y la ansiedad, siendo mayor en las mujeres

OBJECTIVE: to describe the perception of stress, the potentially stressful factors, and the anxiety among students from the School of Nursing of Soria at the start of their clinical practice; and to determine the impact on their perception of sociodemographical and academic factors, their family situation and lifestyles. METHOD: a descriptive cross-sectional study with 61 students from the School of Nursing of Soria (course). The study included sociodemographical variables (gender, age, occupation), academic (year of admission, practicum I only, scholarship, other studies), family situation (place of residence, partner, dependent persons, health professional relatives, loss of relatives), lifestyles (smoking, drinking, physical exercise), stress and potential stressors (KEZKAK Questionnaire -min. 0 to max. 3 scores-) and State-Trait anxiety (STAI Questionnaire -min. 0 to max. 60 scores). Descriptive and bivariate analyses were conducted for the psychological variables. RESULTS: the study included 60 students (median age (Me= 21-year-old). The overall stress score presented a median score of 1.89 (IQR = 0.48). The factors perceived as more stressful were "lack of competence" (Me = 2.09; IQR = 0.43) and "impotence and uncertainty" (Me = 2.05; IQR = 0.54). The State-Trait anxiety presented a median score of 17 (IQR = 8) and 17.5 (IQR = 10), respectively. The level of stress, potential stressors and state anxiety were associated with gender (p< 0.05). CONCLUSIONS: nursing students in their first clinical practice perceived moderately high levels of stress and moderate anxiety; the main stressors were "lack of competence" and "anxiety and uncertainty". Gender is highly associated with stress and anxiety, and it is higher in women

Academic and professional characteristics of Australian graduate emergency nursing programs: A national study.

BACKGROUND: Specialist graduate emergency nursing education programs are essential to the delivery of high quality and safe healthcare to patients with complex needs in emergency care. Little is known about tertiary emergency nursing programs in Australia. This study aimed to determine the academic and professional characteristics of Australian emergency programs. METHOD: This embedded mixed-method study examined the academic and professional characteristics of Australian emergency programs in two interdependent phases: (1) document and content analysis of Australian graduate emergency nursing program websites; and (2) semi-structured interviews with the associated convenors. The data underwent framework analysis using eight pre-identified categories of (i) course entry, (ii) fee arrangement, (iii) mode of delivery, (iv) volume of learning, (v) clinical assessment, (vi) employment requirements, (vii) graduate expectations, and (viii) influence of healthcare employers and professional engagement. RESULTS: Prior clinical experience and the requirement for concurrent practising in an emergency care environment influenced were common, however fee arrangements were not clearly articulated. The College of Emergency Nursing Australasia Practice Standards for the Emergency Nursing Specialist featured in part within 12 programs, principally to guide development of clinical assessments. CONCLUSION: Establishment of emergency nursing graduate practice standards could better inform the design and delivery of emergency nurse programs, and yield benefits in terms of graduate expectations and satisfaction and improved patient care.

Overcoming the challenges to offer quality training in psychiatric nursing.

OBJECTIVE: to report the experience of the Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, Universidade Federal de Minas Gerais (UFMG) and the challenges faced to offer quality training. METHOD: This is an experience report about the experience of Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, UFMG. RESULTS: After losing the workload of 120 hours in the Psychiatric Nursing Undergraduate Course, the area developed elective disciplines with a total of 330-hour load, in addition to extension and research projects. FINAL CONSIDERATIONS: the precariousness of the area of Nursing training after curricular restructuring in a higher education institution, whether in relation to hour load or in the allocation of teaching vacancies, is in line with advances of the Brazilian Psychiatric Reform and epidemiological data of psychic illness and drug use.

Academic Advocacy: Opportunities to Influence Health and Science Policy Under U.S. Lobbying Law.

Medical school faculty and their colleagues in schools of nursing, public health, social work, and elsewhere often research issues of critical importance to health and science policy. When academics engage with government policymakers to advocate for change based on their research, however, they may find themselves engaged in "lobbying," thereby entering a complex environment of legal requirements and institutional policies that they may not fully understand. To promote academic advocacy, this article explains what is and is not legally permitted when it comes to engaging with policymakers and encourages academic institutions to facilitate permissible advocacy activities.U.S. law permits academic researchers to conduct certain types of policy-focused advocacy without running afoul of legal restrictions on lobbying. Academics acting in their personal capacities and with their own resources may freely engage with policymakers in any branch of government to provide their expertise and advocate for desired outcomes. When acting in their professional capacities, academics are free to engage in most advocacy activities directed to the executive and judicial branches, and they also may advocate to influence legislation and legislators within certain limits that are particularly relevant to academic work. In all cases, academics must take care to not use restricted funds for lobbying.Academic researchers have an important role to play in advancing evidence-based health and science policy. They should familiarize themselves with legal restrictions and opportunities to influence policy based on their research, and their institutions should actively support them in doing so.

Analysis of Nursing Education Excellence in Indonesia Using Baldrige Criteria.

This research aimed to analyze nursing education excellence in 54 nursing schools in East Java, Indonesia, using Baldrige Criteria for Performance Excellence (BCFPE) to evaluate competitive advantage on an international level. Data were collected through interviews; questionnaires; and documentation from heads of departments, lecturers, and students. Data obtained using the Baldrige modified questionnaire were analyzed with descriptive statistics and then classified using the BCFPE score. Results showed that these schools of nursing were still in the early growth stages in all areas measured. Their overall achievement scores were below 50%. The schools of nursing could achieve world-class performance and competitive advantage in nursing education, emerging as industry leaders, by improving leadership; customer focus; strategic planning; measurement, analysis, and knowledge management; human resources focus; and learning process.

Education News.

The International Federation of Nurse Anesthetists (IFNA) is a federation of 45 national anesthesia organizations. Among its activities are setting global standards for anesthesia practice, patient monitoring, and anesthesia education, as well as creating a code of ethics. This article focuses on the use of its education standards as the foundation for the International Federation of Nurse Anesthetists' Anesthesia Program Approval Process. The approval process strongly encourages educational institutions throughout the world to improve the education of nurse anesthetists and other nonphysician anesthetists, with the ultimate goal being patient safety. The approval process also promotes the use of nurses to administer anesthesia whenever adequate resources are available.

Increased adoption of smoke-free policies on campuses with schools of nursing.

BACKGROUND: In 2015, the majority of U.S. American Association of Colleges of Nursing (AACN)-accredited schools of nursing resided on campuses without smoke-free policies. PURPOSE: To determine the presence of smoke-free policies at AACN-accredited after resolutions from AACN and the American Academy of Nursing, and the creation of online resources. METHODS: Smoke-free policies (2015-2017) were determined through listings on the ANRF College Campus Policy Database© and survey responses from nursing deans. RESULTS: Smoke-free policies for 689 schools of nursing increased from 36% in 2015 to 91% in 2017. There were no significant differences by nursing program types or geographic area. Twenty percent of deans reported using the resources, with over 1700-page views. CONCLUSION: Smoke-free policies increased after support from two national nursing organizations. Learning in a smoke-free environment should be an expectation for nursing students to protect their own health, and to support their future critical role in tobacco control.

National Assessment of Nursing Schools and Nurse Educators Readiness for Radiation Emergencies and Nuclear Events.

Nurses will play a crucial role in responding to a public health emergency resulting from nuclear war or other large-scale release of radiation into the environment and in supporting the National Health Security Strategy. Schools of nursing are ultimately responsible for developing a competent nursing workforce prepared to assess a population's public health emergency needs and respond to these low-frequency but high-impact events. This responsibility includes the provision of specific content and training regarding how to respond and care for patients and communities in the event of a nuclear or radiation emergency. To date, however, there has been a lack of empirical evidence focusing specifically on nursing schools' capacity to prepare nurses for radiation emergencies and nuclear events, as well as perception of risk. This study employed a cross-sectional survey administered to a nationwide sample of nursing school administrators and faculty to assess content, faculty expertise, planning, and perception of risk related to radiation emergencies and nuclear events.

Positioning public nursing colleges in South African higher education: Stakeholders' perspectives.

BACKGROUND:  Public nursing colleges (PNCs) are currently redeploying from provincial departments of health to higher education to become part of a unified higher education system in South Africa. As primary producers of nurses, this migration process needs to be managed carefully, with stakeholders having a common understanding of this process. OBJECTIVES:  This study aimed to explore the stakeholders' perspectives on the positioning of PNCs in higher education. METHOD:  The study followed a qualitative grounded theory design. Purposive and theoretical sampling were utilised to achieve a sample size of 40 participants, including representatives from the Department of Higher Education and Training; professional associates; nursing educators; student leaders; nursing leaders; and nurses from the healthcare setting. Data were collected through observations, interviews and document analysis. RESULTS:  It emerged from the study that the integration of PNCs into higher education is a result of the country's political and legal context. A number of policy and legal frameworks emerged as contextual conditions that provided a basis for the change. The integration of PNCs into higher education was conceptualised as a functional shift in the governance of colleges; a political tool to transform nursing education; a means to enhance the quality of college-based nursing programmes, and a vehicle for the greater professionalisation of nursing. Conflicting legislation and funding emerged as two issues of concern. CONCLUSION:  Integrating PNCs with higher education came about because of political changes and the resolution of the ruling party to improve the quality of graduates produced, who will in turn improve the quality of healthcare service delivery offered.

Student nurses' perceptions of their educational environment at a school of nursing in Western Cape province, South Africa: A cross-sectional study.

BACKGROUND:  Educational environments have been found to bear a substantial relationship with the academic performance and success, as well as the retention, of students. OBJECTIVES:  The study objectives were to (1) evaluate the educational environment as perceived by undergraduate nursing students at a school of nursing (SON) in Western Cape province and (2) investigate whether the educational environment, or components thereof, is perceived negatively or positively among undergraduate nursing students of different year level, gender, home language and ethnicity. METHOD:  A quantitative research method with a cross-sectional design was implemented. Data were collected from 232 undergraduate nursing students from a SON at a university in Western Cape province, South Africa. The subscales and the items of the educational environment questionnaire were compared among undergraduate nursing students. Data were analysed by means of the IBM Statistical Package for Social Sciences (IBM SPSS-24) using analysis of variances (ANOVAs), independent-sample t-tests, mean scores, standard deviations and percentages. RESULTS:  The mean score attained for the entire participant group was 195 (standard deviation [SD] = 24.2) out of 268 (equivalent to 72.8% of maximum score), which indicated that the educational environment was perceived substantially more positively than negatively. The overall mean score was significantly higher (p < 0.05) for male students (M = 202; SD = 21) and for black students (M = 202; SD = 21). The digital resources (DR) subscale was the only subscale with a statement or item that was rated as absolute negative (M = 1.9; SD = 0.9). CONCLUSION:  The educational environment at the institution concerned was perceived as predominantly positive by its undergraduate nursing students. Although the educational environment was predominantly perceived as positive, the results of this study also indicated that enhancements are required to improve the physical classroom conditions, skills laboratories, DR and the implemented teaching and learning strategies. It is vital for university management to prioritise the creation of an educational environment which would ensure that quality learning takes place.

A group think tank as a discourse coalition to promote minority nursing faculty retention.

BACKGROUND: The nursing profession will need one million more nurses by 2024, yet nursing schools are turning away applicants due to insufficient numbers of nursing faculty. Likewise, minority nursing faculty are needed in order to attract diverse nursing students who can then address health care disparities. PURPOSE: The purpose of this paper is to describe the use of a group think tank (GTT) as a mentoring strategy for supporting the recruitment and retention of minority nursing faculty. METHOD: Guided by Kotter's theory of change, this paper describes the application of the GTT approach with 5 African American (AA) faculty, one AA doctoral student and a cross-cultural mentor. FINDINGS: Results are presented based upon the metrics typically used to support career advancement, promotion and/or tenure. DISCUSSION: The GTT is a promising mentoring model that can be used to integrate cross-cultural and peer mentoring into academic communities to support diversity in academia.

Integración de la medicina alternativa en la malla curricular de las carreras de Medicina y Enfermería de las universidades peruanas / Integration of alternative medicine in the curriculum of the medical and nursing degrees in Peruvian universities

OBJETIVO: Identificar la integración de la medicina alternativa como asignatura base en la oferta académica de grado o posgrado de las carreras de Medicina y Enfermería de las universidades públicas y privadas de Perú. DISEÑO: Estudio documental, descriptivo, transversal. PARTICIPANTES: Un total de 62 universidades peruanas entre instituciones públicas y privadas que ofertan la carrera de Medicina o Enfermería. METODOLOGÍA: Se realizó una revisión completa de las mallas curriculares de las carreras de Medicina y Enfermería de las universidades peruanas, basada en la oferta académica general de grado y posgrado. RESULTADOS: A nivel de grado, el 34% de las universidades incluyen la Medicina Alternativa como asignatura en la carrera de Medicina y el 46% en la carrera de Enfermería. Con relación al posgrado, solo el 5% de las universidades peruanas ofertan programas de cuarto nivel en esta área. CONCLUSIONES: Existe deficiente oferta académica a nivel de grado y de posgrado relacionada con la medicina alternativa en las universidades peruanas

OBJECTIVE: To identify the integration of alternative medicine as a basic subject in undergraduate and graduate programs of the medical and nursing degrees of the public and private Peruvian universities. DESIGN: A documental, cross-sectional descriptive study was conducted with 61 Peruvian public and private universities that offer a degree in Medicine and Nursing. METHODOLOGY: A complete review was carried out on the curriculum in the schools of Medicine and Nursing in Peruvian universities, depending on the undergraduate and graduates courses offered. RESULTS: In undergraduate programs, 16% of universities included the subject called Alternative Medicine as part of the medical degree and 40% as part of Nursing degree, compared to posgraduate programs where only 3% of Peruvian universities offer a fourth level course in this area. CONCLUSIONS: There is a lack of academic offer in undergraduate and graduate programs related to alternative medicine in Peruvian universities

[Implementation of midwifery school accreditation mechanisms in Ivory Coast, Mali and Chad.] / Mise en place de mécanismes d'accréditation des écoles de sages-femmes en Côte d'Ivoire, au Mali et au Tchad.

One strategy to improve quality of care to eliminate preventable maternal and neonatal mortality and morbidity is to improve the training of health professionals, particularly midwives. Accreditation is a mechanism designed to reinforce education programmes and institutional capacities, using a situation analysis based on predefined criteria for decision-making. This paper describes the ongoing efforts of three Francophone African countries, Ivory Coast, Mali and Chad, to establish accreditation mechanisms of midwifery schools and to describe the necessary steps to implement these measures. Political will to support and regulate this sector, adoption of the License-Master-Doctorate (LMD) system, private sector support and an independent national accreditation commission are critical components.