Building Academic Geriatric Nursing Capacity: Results after the first 10 years and implications for the future

Evaluation of an intensive workshop on research methods in supportive oncology

OBJECTIVES

Since 2015, the Harvard Workshop on Research Methods in Supportive Oncology has trained early-career investigators in skills to develop rigorous studies in supportive oncology. This study examines workshop evaluations over time in the context of two factors: longitudinal participant feedback and a switch from in-person to virtual format during the COVID pandemic.

METHODS

We examined post-workshop evaluations for participants who attended the workshop from 2015 to 2021. We qualitatively analyzed evaluation free text responses on ways in which the workshop could be improved and "other comments." Potential areas of improvement were categorized and frequencies were compiled longitudinally. Differences in participants' ratings of the workshop and demographics between in-person and virtual formats were investigated with t-tests and Chi-square tests, respectively.

RESULTS

286 participants attended the workshop over 8 years. Participant ratings of the workshop remained consistently high without substantial variation across all years. Three main themes emerged from the "other comments" item: (1) sense of community; (2) passion and empowerment; and (3) value of protected time. Participants appeared to identify fewer areas for improvement over time. There were no significant differences in participant ratings or demographics between the in-person and virtual formats.

SIGNIFINACE OF RESULTS

While the workshop has experienced changes over time, participant evaluations varied little. The core content and structure might have the greatest influence on participants' experiences.

Secondary Medical School Students’ Perceptions on Nursing in Kosovo

Aim: The aim of this study is to assess the opinion of secondary medical school students in Kosovo about nursing. Methods: This descriptive-analytical study was conducted with 1282 secondary medical school students from four regions of Kosovo through random sampling. Data were collected from March to May 2018 by a questionnaire designed for this study from the researchers. It consisted of two sections, the sociodemographic part and the second part about opinion and perceptions about the nursing profession. Continuous variables are summarized as mean and standard deviation (SD), categorical variables are summarized as frequency (n) and percentages (%). Chi square (x2) test is used to analyze the difference between categorical variables Results: The family had a proactive impact on the choice of the study program for their child. More than half of the students had a favourable opinion of nursing prior to enrolling in secondary medical school. After enrolling in the study program, more than two-thirds of students (72.2%) have a favourable opinion of nursing. More than half of the students (52.6%) believe that the community perceives nursing positively. Conclusion: Most of the secondary school students have a positive opinion about nursing and think that community have a positive opinion as well. The secondary medical school plays an important role in the improvement of student’s opinion about nursing. Keywords: opinions, nurses, students, secondary schools, Kosovo

The Leadership Mentoring in Nursing Research Program for Postdoctoral Nurses: A Development Paper

PURPOSE

The Dutch Nursing Science Faculties developed the Leadership Mentoring in Nursing Research program, which aims to increase the cadre of nurse scientists, strengthen nursing research within universities, and improve the career development of postdoctoral nurses. The purpose of this article was to describe the development of the leadership and mentoring program to foster its replication and to present a formative program evaluation.

DESIGN

The leadership mentoring program was developed using a three-step procedure: a systematic review of the literature on successful leadership programs was conducted; theoretical underpinnings were identified and input; and feedback was solicited from national and international experts and changes made, resulting in the final program, which was executed from February 2016-2018.

FINDINGS

A 2-year leadership and mentoring program for postdoctoral nurses working in research was developed and executed. Ten fellows completed the program and worked on their leadership development, developed their own research programs, and established research collaborations. Formative evaluations showed that the fellows highly valued the program sessions. We have learned several key lessons on how to structure, implement, and evaluate the leadership and mentoring program.

CONCLUSIONS

Through the leadership and mentoring program, the fellows are immersed in concerted leadership development focusing on the academic leadership role. Formative evaluations showed that the program was valued by the fellows and that several key lessons were learned.

CLINICAL RELEVANCE

Through the leadership and mentoring program, 10 postdoctoral nurses strengthened their leadership in research and will further develop their role in healthcare research, clinical practice, and education.

Factors affecting undergraduate nurse educators' knowledge, skills or attitudes about older persons and their care: An integrative review

BACKGROUND

Nurses are increasingly expected to provide care for older persons; however, there are too few nurse educators with expertise in older person care to ensure students graduate with the requisite competencies.

METHODS

An integrative review, using Whittemore and Knafl's framework, was undertaken to identify and synthesise evidence about factors affecting nurse educators' knowledge, skills or attitudes about older persons and their care.

RESULTS

Forty-four articles met the inclusion criteria. All but three papers originated in the USA. Content analysis yielded three central themes: external-level factors, employer-level factors and individual-level factors. Findings demonstrated that external funding from philanthropic organisations and government agencies supported many of the national, regional and site-specific initiatives, which were, in many cases, underpinned by professional regulatory frameworks. Negative attitudes of administrators and reduced budgets of educational institutions impeded the availability of such initiatives. Negative attitudes of individual educators towards older person care and the specialty of gerontology constrained their pursuit of such learning, as did their lack of awareness of current gerontology resources.

CONCLUSIONS

The lack of educators with gerontology knowledge, skills and requisite attitudes requires a focused effort from external and professional bodies, and from educational institutions to ensure the resources are available to enhance educator expertise in gerontology. Rigorous study addressing the factors influencing educators' knowledge, skills or attitudes towards older persons and their care is required.

IMPLICATIONS FOR PRACTICE

Addressing the lack of nurse educator expertise in gerontology could help to ensure new nurses have the required competencies to provide quality older person care.

Towards Changing the Long Term Care (LTC) Paradigm: Explicating the Concept of Thriving in Older Adults Living in LTC

A phenomenon of interest for nursing is the facilitation of humanistic health care experiences and quality of life (Willis, Grace, & Roy, 2008 ). Inquiry into the concept of thriving as it manifests in the older adult residing in long-term care aligns with this interest. Thriving has been described by scholars in various disciplines but no context-specific definition for the LTC resident currently exists. Contrary to the generally held negative view of LTC, there is emerging evidence that older adult LTC residents "do well" or thrive in this environment.

The growth and development of gerontological nurse leaders in policy

BACKGROUND

The National Hartford Center of Gerontological Nursing Excellence (NHCGNE) Scholars/Fellows Award Program was designed to promote the growth and development of nurse scientists, educators, and leaders in aging.

PURPOSE

McBride's conceptual framework of the growth and development of nurse leaders was used to examine the NHCGNE impact on health and aging policy work among scholars/fellows, including barriers, facilitators, and resources.

METHODS

A multimethod two-phased approach included an online survey (phase I) focused on research and policy impact at local, state, or national level. Telephone interviews (phase II) were conducted to further understand the nature, depth, and focus of respondents' policy work.

DISCUSSION

Based on our findings, we propose multilevel recommendations for advancing nurse scientists' capacity to be leaders in shaping policy. Keen research skills are influential in policy advancement but not sufficient to advance policy. Preparing nurse scientists with competencies in translating research into policy can ultimately transform health and health care for older adults.

Leadership mentoring in nursing research, career development and scholarly productivity: A systematic review

BACKGROUND

Although nursing has been an academic discipline for decades, the infrastructure for nursing research in many countries is still fragile and struggling. Postdoctoral nurses have difficulties developing sustaining careers in nursing research due to lack of career opportunities. Considerable research has been conducted on leadership and mentoring in various areas of nursing. We aimed to systematically review the literature investigating leadership programs and mentoring for postdoctoral nurse researchers, as well as the influence of leadership and mentoring on research productivity, research career development, leadership knowledge and skills, the nurses' health and well-being, staff relationships, work culture and collaboration, salaries and postdoctoral nurses' experiences.

METHODS

A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement was conducted. The electronic databases PubMed, CINAHL and EMBASE were searched without time limits for eligible studies up to January 2016. Reference lists of included articles were also searched manually and authors were contacted to inquire about other relevant papers. Two authors independently assessed eligibility of studies for inclusion. Titles and abstracts were matched with the inclusion criteria: studies investigating leadership and mentoring programs for postdoctoral nurses and leadership and mentoring influencing research productivity, and career development; and leadership knowledge and skills and other outcomes. The quality of the studies was appraised using the Centre for Evidence-Based Medicine for surveys, the Critical Appraisal Skill Program Qualitative Appraisal Checklist for qualitative studies, and a critical appraisal list for mixed methods studies. Any disagreements were resolved by consensus. Data were extracted by two reviewers.

FINDINGS

We screened 1775 titles and abstracts, resulting in 15 studies, which included quantitative, descriptive, qualitative and mixed methods designs and involved 3855 postdoctoral nurses. Two studies presenting mentoring programs for postdoctoral nurses were identified. Other studies investigated the influence of mentoring on various outcomes. The findings showed a positive influence of mentoring on research productivity, including increase in publications and grant writing and research career development, improved leadership skills and knowledge. Furthermore, mentoring positively influenced nurses' health and well-being, staff relationships, work culture and collaboration. Postdoctoral nurses' experience of mentoring, mentorship, leadership and peer-support is essential in supporting ongoing research activity.

CONCLUSION

Although there is a lack of studies with robust designs investigating leadership and mentoring programs, our results document some evidence of mentoring's influence on research productivity, career development and other outcomes of postdoctoral nurses.

Evaluation of a peer mentoring program for early career gerontological nursing faculty and its potential for application to other fields in nursing and health sciences

BACKGROUND

As the retirement rate of senior nursing faculty increases, the need to implement new models for providing mentorship to early career academics will become key to developing and maintaining an experienced faculty.

PURPOSE

This evaluation of a peer mentorship program for predoctoral and postdoctoral gerontological nurses examined its efficacy, utility, and potential for improvement.

METHODS

A web-based survey was developed, implemented, and completed by 22 mentees and 17 mentors (71% and 61% response rates, respectively) as part of the evaluation.

DISCUSSION

The peer mentorship program was found to be valuable by both mentors (64.7%) and mentees (72.7%) in helping mentees further develop their careers and networks and providing mentors with supported mentorship experience.

CONCLUSION

The peer mentorship program could serve as a model for other professional organizations, academic institutions, and consortiums to enhance and extend the formal vertical mentorship provided to early academic career individuals.

The reasons students choose to undertake a nursing degree

BACKGROUND

Determining the reasons people choose to study nursing may help educators and managers develop student-focussed and enticing nursing programmes. In Australia, little research has been undertaken with students entering nursing programmes and the reasons for their choice.

OBJECTIVES

The aim of this study was to determine why new students choose to enter nursing at university.

DESIGN

A descriptive survey design.

SETTING

An urban university in Sydney, Australia.

PARTICIPANTS

Undergraduate nursing students at the beginning of their first year of study.

METHOD

An open-ended question relating to the reasons for students' choice of a nursing programme was included in the survey. The transcribed textual data were content analysed for words related to the students' choice.

RESULTS

The students' reasons for entering nursing programmes were both personal and career related, with personal being more dominant. The reasons to start nursing were: being able to help and care for people, job security, the ability to enter tertiary education and the enjoyment or love of nursing.

CONCLUSIONS

Nursing remains a career of choice for young and mature students entering university. It is seen to provide security, interest and opportunity to help and care for others. Universities must focus on this as they develop programmes for a generation where multiple changes of career appear inevitable during their lifetime. The nursing profession needs to look at career pathways after graduation that provide these challenges within nursing itself.

Development and implementation of a peer mentoring program for early career gerontological faculty

PURPOSE

The Hartford Gerontological Nursing Leaders (HGNL) formerly known as the Building Academic Geriatric Nursing Capacity Initiative (BAGNC), in conjunction with the National Hartford Centers of Gerontological Nursing Excellence (NHCGNE), developed and executed a peer mentoring program beginning in 2011 to enhance both (a) the experience of newly selected scholars and fellows to the NHCGNE and (b) the ongoing professional development of HGNL members. The purpose of this article is to describe key strategies used to develop and execute the peer mentoring program and to present formative program evaluation.

DESIGN

The program was launched in January 2011 with seven peer mentor and mentee matches. In June 2012, the peer mentoring committee solicited feedback on the development of the peer mentoring program and changes were made for the subsequent cohorts.

FINDINGS

An additional 12 matches were made in the following 2 years (2012 and 2013), for a total of 31 matches to date. We have learned several key lessons from our three cohorts regarding how to structure, implement, and carefully evaluate a peer mentoring program.

CONCLUSIONS

Informal evaluation of our peer mentoring program noted several challenges for both peer mentors and mentees. Having knowledge of and addressing those challenges may increase the overall quality and effectiveness of peer mentoring programs and, in turn, benefit academic nursing by strengthening the faculty workforce.

CLINICAL RELEVANCE

Findings from development and implementation of a peer mentoring program for gerontological faculty could lead to new and adaptable programs in a variety of clinical and education settings.

Initial evaluation of the Robert Wood Johnson Foundation Nurse Faculty Scholars program

BACKGROUND

The Robert Wood Johnson Foundation Nurse Faculty Scholars (RWJF NFS) program was developed to enhance the career trajectory of young nursing faculty and to train the next generation of nurse scholars. Although there are publications that describe the RWJF NFS, no evaluative reports have been published. The purpose of this study was to evaluate the first three cohorts (n = 42 scholars) of the RWJF NFS program.

METHODS

A descriptive research design was used. Data were derived from quarterly and annual reports, and a questionnaire (seven open-ended questions) was administered via Survey Monkey Inc. (Palo Alto, CA, USA).

RESULTS

During their tenure, scholars had on average six to seven articles published, were teaching/mentoring at the graduate level (93%), and holding leadership positions at their academic institutions (100%). Eleven scholars (26%) achieved fellowship in the American Academy of Nursing, one of the highest nursing honors. The average ratings on a Likert scale of 1 (not at all supportive) to 10 (extremely supportive) of whether or not RWJF had helped scholars achieve their goals in teaching, service, research, and leadership were 7.7, 8.0, 9.4, and 9.5, respectively. The majority of scholars reported a positive, supportive relationship with their primary nursing and research mentors; although, several scholars noted challenges in connecting for meetings or telephone calls with their national nursing mentors.

CONCLUSIONS

These initial results of the RWJF NFS program highlight the success of the program in meeting its overall goal-preparing the next generation of nursing academic scholars for leadership in the profession.

Engaging students in gerontological research

There is a critical need to prepare undergraduate and graduate nursing students to take active roles in gerontological nursing research. Nursing educators are faced with multiple challenges such as the demands of the tripartite role (teaching, scholarship, and service), and managing large numbers of students. These issues make it difficult to actively engage nursing research. Students Advancing Reminiscence Research (STARR) is and example of an innovative program that fosters student engagement in research using available resources while enhancing the faculty advisor's program of reminiscence research. The impetus for creating the STARR program is described in this article, and implications and recommendations for nursing education, practice, and policy are presented.

Quality care for older adults: the NLN Advancing Care Excellence for Seniors (ACES) project

There is a significant need to improve the amount and quality of gerontological nursing content in pre-licensure nursing programs in the United States.The National League for Nursing's Advancing Care Excellence for Seniors (ACES) project is designed to enhance gerontological nursing content in all pre-licensure nursing programs. Nurse educators can use the ACES framework to engage nursing students in studying the care of older adults through innovative and unique teaching/learning strategies, such as unfolding cases and simulation.The ACES framework, which includes the ACES Essential Knowledge Domains and Nursing Actions, is designed to enhance gerontological nursing content in pre-licensure nursing programs without adding additional content to curricula. Use of the ACES framework in pre-licensure nursing programs will help promote quality care of older adults in a variety of settings.

Gerontological nursing content in general medical/surgical textbooks: where is it?

To provide quality care to the rapidly growing aging population, nursing education will need to be transformed. Although several approaches will be used to meet this challenge, fundamental to most nursing programs is the use of a general medical/surgical nursing textbook. This article examines the quantity and quality of gerontological nursing content found in five general medical/surgical nursing textbooks published between 2009 and 2011. The analysis shows that gerontological nursing content is poorly covered and of low quality. The findings point to the need to work with publishers to improve the quality and depth of content related to care of older adults in nursing textbooks.