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Montgomery AP, Sullivan C, Dick T, Roberson C, Harris LM, Patrician PA. Comparison of Alabama Nurse Experiences Between Practice Areas During the Early COVID-19 Pandemic. Workplace Health Saf 2024; 72:337-344. [PMID: 38660753 DOI: 10.1177/21650799241247077] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/26/2024]
Abstract
BACKGROUND According to the Total Worker Health® framework, safety culture including a reasonable workload among healthcare workers is essential to the security and well-being of patients, staff, and healthcare organizations. Evaluating the impact of the pandemic on the nursing workforce in different practice areas is critical for addressing workforce health and sustainability. The purpose of this study was to compare work and selfcare experiences among Alabama nurses between practice areas and the early pandemic years (2020 vs. 2021). METHODS A secondary analysis of cross-sectional Alabama State Nurses Association (ASNA) survey data was conducted. Kruskal-Wallis analysis of variance, Wilcoxon rank, and false discovery rates were examined. RESULTS There were 1,369 and 2,458 nurse survey responses in 2020 and 2021, respectively. By 2021, nurses reported worsening staff shortages, a greater need for retired and new graduate nurses to help with the workload burden, and perceptions of heavier emergency department workloads. Lower proportions of nurses reported the ability to engage in self-care activities and satisfaction with state and federal crisis management. Intensive care nurses were more likely to report staffing shortages while also reporting the lowest ability to engage in self-care. CONCLUSIONS Overall, the Alabama nursing workforce perceived worsening work conditions in 2021 compared to when the pandemic began. Practice areas varied greatly in their responses, with acute and intensive care areas perceiving more difficult work conditions. Total Worker Health® programs should be designed to promote and support nurses' well-being based on their experience and the needs of specific practice areas.
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Affiliation(s)
- Aoyjai P Montgomery
- Department of Epidemiology, School of Public Health, University of Alabama at Birmingham
| | | | - Tracey Dick
- School of Nursing, University of Alabama at Birmingham
- Birmingham VA Health Care System
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Spector N, Silvestre J. The Effects of the COVID-19 Pandemic on Nursing Education Programs. J Nurs Educ 2024; 63:312-319. [PMID: 38729145 DOI: 10.3928/01484834-20240305-06] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/12/2024]
Abstract
BACKGROUND The U.S. Boards of Nursing (BONs) collect annual report data from their nursing programs as part of their approval process. This paper highlights the 2020 and 2021 annual report data on the effect of coronavirus disease 2019 (COVID-19) on all nursing programs in 17 BONs in 2020 and 19 in 2021. METHOD Nursing programs answered 16 questions on the effect of COVID-19 on their programs. Because BONs require annual report data, all programs in the participating states answered the questions, which included 798 programs in 2020 and 929 in 2021. RESULTS Major disruptions in nursing education occurred during the pandemic. Clinical experiences and didactic classes were greatly affected, though alternative strategies were used. Student and faculty attrition rates were particularly high in 2021. CONCLUSION The authors call for a national forum where nurse leaders analyze what happened and make recommendations for future crisis events. [J Nurs Educ. 2024;63(5):312-319.].
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Williams C. Reverse Mentoring in Nursing Education. Nurse Educ 2024; 49:137-140. [PMID: 37782949 DOI: 10.1097/nne.0000000000001534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/04/2023]
Abstract
BACKGROUND Nurse educators are challenged to prepare an expanding number of diverse students with various sociocultural and generational differences. Whether diversity, sociocultural, and/or generational divides are contributory, a perennial decline exists of historically disenfranchised students finishing nursing programs. Reverse mentoring is an innovative adaption of traditional mentoring. Reverse mentoring is a practice that reverses traditional mentor and mentee roles, which may mitigate diverse and intergenerational misconceptions. PURPOSE To prepare a diverse nursing workforce, educators should integrate strategies to embrace differences, reduce biases, remove learning barriers, and value learning new teaching methods. METHODS A literature review revealed few articles on reverse mentoring in nursing education. RESULTS Reverse mentoring is a successful strategy in many Fortune 500 companies. Therefore, reverse mentoring may demonstrate promise in nursing education. CONCLUSION Exploring reverse mentoring in nursing education may reveal strategies to elucidate and mitigate biases and barriers in nursing education.
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Affiliation(s)
- Cheryl Williams
- Author Affiliation: Professor of Nursing, Graduate Nursing, Salem State University, Salem, Massachusetts
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Joswiak ME, Wolfe SM, Nelson DM. Multisite Implementation of the Tiered Skills Acquisition Model for Orientation: Review and Analysis. J Contin Educ Nurs 2024; 55:130-136. [PMID: 38063794 DOI: 10.3928/00220124-20231130-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/02/2024]
Abstract
Nursing professional development (NPD) directors and practitioners are called to lead practice changes. Knowledge of implementation science and diffusion theory equips NPD professionals with the tools necessary for successfully influencing nursing practice. This article analyzes a multisite implementation of the tiered skills acquisition model for clinical orientation and provides NPD directors and practitioners with recommendations for effective implementation strategies that translate beyond clinical orientation to a variety of NPD programs and initiatives. [J Contin Educ Nurs. 2024;55(3):130-136.].
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Addressing Barriers to APRN Practice: Policy and Regulatory Implications During COVID-19. JOURNAL OF NURSING REGULATION 2023; 14:13-20. [PMID: 37035778 PMCID: PMC10074063 DOI: 10.1016/s2155-8256(23)00064-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/09/2023]
Abstract
Advanced practice registered nurses (APRNs) play a pivotal role in providing healthcare, including preventive care services, to the public. However, barriers to APRN practice exist that impact the provision of vital healthcare services that APRNs are authorized to provide based on their education, training, licensure, and certification. This article provides an overview of APRN barriers to practice, including in the face of the COVID-19 pandemic, and discusses key policy and regulatory implications.
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Riley TA, Gouveia C, Baker RS, Ruiz K, San Pedro MOZ. Supporting student success on the practical nurse (PN) licensure exam: The Health Education Systems Incorporated (HESI) PN Exit Exam Study. NURSE EDUCATION TODAY 2023; 121:105669. [PMID: 36462324 DOI: 10.1016/j.nedt.2022.105669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Revised: 11/18/2022] [Accepted: 11/24/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Practical Nurses or Vocational Nurses (PNs/VNs) complete a 12-month certificate program and must successfully complete the National Council Licensure Exam for Practical Nurses (NCLEX-PN) prior to practice. While the scope of their practice is more circumscribed than the Registered Nurse (RN), they contribute significantly to healthcare throughout the U.S.A. Current research to support their learning and success is needed. Elsevier's Health Education Systems Incorporated (HESI) PN Exit Exam (E2) has been used to determine students' NCLEX-PN readiness for over 20 years. Given regular updates to the NCLEX test plan, ongoing research is needed to assess the E2's continued predictive validity and examine E2 program policies to enhance PN/VN student success. OBJECTIVES To examine the predictive validity of the E2 on NCLEX-PN first-time pass rates (NCLEX-PN FTPR) and determine which E2-related program policies are related to higher E2 scores and NCLEX-PN FTPR. METHOD Sixteen PN/VN program directors participated in the study, providing E2 program policy information and NCLEX-FTPR outcomes for 1371 students who took the E2 between 2018 and 2021. RESULTS Students passed the NCLEX-PN 96-98 % of the time when they scored 900 or higher on the E2 and passed 94 %-96 % of the time when they scored 850 or higher. Out of 16 programs, most required E2 test preparation (n = 13, 81.25 %) and allowed students more than one E2 attempt (n = 11; 68.75 %). Requiring minimum E2 scores and specific E2 test preparation were associated with higher NCLEX-PN pass rates, in each case mediated by higher E2 scores. Requiring remediation for students with low initial E2 scores led to higher E2 scores but not higher NCLEX-PN pass rates. CONCLUSIONS This study provides evidence for program policies and educational resources to support students' NCLEX-PN success. Setting an expected performance benchmark and requiring PN students to engage in E2 preparation prior to their first attempt are recommended strategies emerging from this study.
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Affiliation(s)
- Tracy A Riley
- Elsevier, North Canton, OH, United States of America.
| | | | - Ryan S Baker
- Baker EDM Lab, Inc., Haverford, PA, United States of America.
| | - Kristin Ruiz
- Southeast Community College, Beatrice, NE, United States of America.
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Mumba MN, Horton AG, Cole H, Dickson B, Brown W, Parker K, Tice J, Key B, Castillo R, Compton J, Cooney A, Devers S, Shoemaker I, Bartlett R. Development and implementation of a novel peer mentoring program for undergraduate nursing students. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0013. [PMID: 36787343 DOI: 10.1515/ijnes-2022-0013] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 12/15/2022] [Indexed: 02/15/2023]
Abstract
OBJECTIVES Given the dynamic and high-stress environment of nursing education today, the need arose for the development and implementation of a novel peer mentoring program to support undergraduate nursing students. Peer mentoring refers to a network of support in which a more skilled or experienced person serves as a role model for a less skilled person for professional development and personal growth. Peer mentoring provides a support system that encourages self-confidence and increases self-worth for both the mentee and the mentor. The undergraduate student peer mentoring program in a large, Southeastern United States, university-based, 4-year school of nursing was created in response to a desire for more support conveyed by upper-level nursing students. METHODS A model was developed whereby each incoming nursing student (Semester 1) would be paired with a senior nursing student (Semesters 3, 4, or 5). This mentoring dyad was then assigned to a faculty mentor who ensured that the mentoring relationship was functioning in accordance with established guidelines and provided support to both the student mentee and the student mentor. RESULTS The first cohort was comprised of 20 mentoring dyads. Subsequent cohorts have ranged from 20 to 45 mentoring dyads. To date, over 300 nursing students have participated in the undergraduate peer mentoring program. Based on feedback from student evaluation surveys, both mentors and mentees appreciate and find value in the program. Approximately 93% of student mentors indicated that they would have appreciated such a program when they were first semester nursing students. CONCLUSION Some of the challenges of navigating nursing programs are not related to lack of academic aptitude. Rather, other challenges, including lack of social support and soft skills needed to successfully complete the first and second semesters of nursing school. These are critical challenges that a peer mentor could help to meet.
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Affiliation(s)
- Mercy Ngosa Mumba
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | | | - Heather Cole
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | - Brian Dickson
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | | | - Kimberly Parker
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
| | - Johnny Tice
- Moffett & Sanders School of Nursing, Samford University, Birmingham, AL, USA
| | - Betty Key
- Moffett & Sanders School of Nursing, Samford University, Birmingham, AL, USA
| | - Rachael Castillo
- Surgical Intensive Care Unit, University of Alabama at Birmingham System, Birmingham, AL, USA
| | - Jessica Compton
- Cardiac Intensive Care Unit, St Vincent's Hospital, Birmingham, AL, USA
| | - Abigail Cooney
- Cardiovascular Intensive Care Unit, Piedmont Hospital, Atlanta, GA, USA
| | - Skylar Devers
- Transplant Unit, St. Luke's Health, Houston, TX, USA
| | - Isabella Shoemaker
- Pediatric Hematology/Oncology/Blood and Marrow Transplant, Children's Healthcare of Atlanta, Atlanta, GA, USA
| | - Robin Bartlett
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, AL, USA
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Powers K, Pate K, Montegrico J, Pagel J. Faculty perceptions of the impact of the COVID-19 pandemic on new graduate nurses' transition to practice: A qualitative study. J Prof Nurs 2022; 43:33-41. [PMID: 36496242 PMCID: PMC9484984 DOI: 10.1016/j.profnurs.2022.09.003] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 08/31/2022] [Accepted: 09/09/2022] [Indexed: 12/14/2022]
Abstract
BACKGROUND The COVID-19 pandemic disrupted nursing education worldwide. Most studies have focused on how the pandemic affected students. With an alarming workforce shortage, a better understanding of the pandemic's impact on new nurses is vital to proactively develop strategies to promote success of the profession's newest members. PURPOSE This study explored faculty perceptions of the pandemic's impact on new nurses' practice preparedness and recommendations for promoting effective transition to practice. METHODS Using an exploratory-descriptive qualitative approach and convenience sampling, 116 nurse faculty from across North Carolina, United States responded to open-ended questions within an electronic survey. Data were analyzed with thematic analysis. RESULTS Four themes emerged: 1) Less Hands-On, 2) Transition-to-Practice Opportunities, 3) Key Role of Preceptors, and 4) Provide Additional Support. CONCLUSIONS Findings provide strategies clinical nurses and leaders can implement to meet the needs of new nurses entering professional practice during the ongoing pandemic. Due to less hands-on learning, pandemic graduates may benefit from extended time with a trained preceptor and opportunities to focus on clinical reasoning, managing multiple patients, effective communication, and safe skill performance. Upon entering the clinical environment, pandemic graduates' inexperience may increase the likelihood of transition shock, requiring multi-faceted approaches for providing support.
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Affiliation(s)
- Kelly Powers
- University of North Carolina at Charlotte School of Nursing, 9201 University City Boulevard, Charlotte, NC 28223, United States.
| | - Kimberly Pate
- Atrium Health's Carolinas Medical Center, 1000 Blythe Boulevard, Charlotte, NC 28232, United States.
| | - James Montegrico
- University of North Carolina at Charlotte School of Nursing, 9201 University City Boulevard, Charlotte, NC 28223, United States.
| | - Julie Pagel
- Atrium Health's Carolinas Medical Center, 1000 Blythe Boulevard, Charlotte, NC 28232, United States.
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Maximizing the Role of the LPN. JOURNAL OF NURSING REGULATION 2022. [DOI: 10.1016/s2155-8256(22)00027-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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