New nurse retention and satisfaction has been a recurring topic of research and concern for nursing administrators and educators. As the nursing shortage continues to grow, the retention of new nurses becomes even more important. Most research has focused on why new nurses leave nursing. This article describes the experiences of six new nurses who chose to stay in their first nursing position for 2 years. The qualitative results suggest that even though they felt underprepared, the nurses persevered and remained resilient because of a culture of mutual support. The study participants suggested that individuals contemplating nursing as a career need to "enter with their eyes open," stay strong and "persevere," and foster a "culture of mutual support."
The voice of diverse communities continues to be minimal in academic research. Few models exist for education and training of new research topics and terminology and building partnership capacity in community-engaged research. Little is known about integrative education and training when building participatory research partnerships for sustainability and developing trust and rapport. Community partners at an Asian community-based health and social services center in a large metropolitan area wanted to explore the cultural context of a health-assistive smart home that monitors and auto-alerts with changes in health. With historical and recent rising trends in culturally insensitive research in several diverse communities, the concept of technology-enabled monitoring in the privacy of one’s home brings uncertainty. Academic nurse researchers and community partners co-created a culturally safe integrative education and training curriculum, the Interactive CO-learning for Research Engagement and Education (I-COREE). The purpose was to design, implement, and evaluate the curriculum to respond to the community partners’ needs to create a culturally safe space through an integrative education and training to facilitate building partnership capacity for research engagement including developing trust and rapport and addressing uncertainties in health-assistive technologies. Popular education tenets informed the curriculum. Twelve academic and community partners participated, four were team teachers who co-led the session. Implementation of the experiential, multimodal co-learning activities were conducted within ahalf-day. The curriculum evaluation indicated that it helped bridge critical conversations about partners’ fears of the unknown, approach culturally sensitive topics safely, and trust and rapport. Key elements may be translatable to other partnerships.
Voluntary withdrawal from an RN-to-BSN program leaves nurses professionally place-bound, affecting not only the individual nurse but also the profession. [J Nurs Educ. 2017;56(5):260-265.].
As the local and national shortage of nursing faculty grew, the Washington State University College of Nursing revised and expanded their nursing education courses in a technologically intense pilot program. Reflections on all phases of the planning, implementation, and evaluation of the first course in this program are described as lessons learned with implications for future nursing education and research endeavors.
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