Almost thirty years have passed since the surgeon general of the United States released the first report on the effects of smoking (U.S. Department of Health, Education, and Welfare 1964). Over the ensuing years, further reports have expanded our knowledge of the widespread physiological effects of tobacco smoke and those at greatest risk (U.S. Department of Health, Education, and Welfare 1979; U.S. DHHS 1987, 1991, 1992; American Medical Association 1989). Subsequently, there has been a dramatic decrease in the number of smokers; more than thirty-six million Americans have quit smoking since the surgeon general's report (U.S. DHHS 1987, 7). Supporting this trend are the surgeon general's national health objectives for the year 2000 to achieve smoke-free work environments (Koop 1985). All of these trends contribute to current efforts to make hospitals smoke-free environments.
Background: Basic life support (BLS) skills decline rapidly without frequent practice. Deliberate practice (DP) and simulation scenarios have been shown to increase BLS skill retention for nursing students. In addition, BLS implementation in the hospital setting requires effective team skills, which are infrequently addressed in resuscitation courses or in nursing students' practice. An exploratory study to determine the impact of recurrent simulations with DP on BLS team skills was designed for senior nursing students. Method: Seven teams of students were followed over the course of one semester examining the impact of DP in recurrent simulation codes on BLS team skills. Results: Students attained effective BLS team performance after three hours of DP and sustained these skills over the semester with recurrent code practice. Conclusion: Recurring code team DP sustains BLS skills and is recommended for nursing students.
While most employers want more baccalaureate prepared registered nurses (RNs) in their staffing mix, returning to school is not easy for the RN. This qualitative program evaluation study explores the perceptions of 6 RNs who completed an on-campus, part-time baccalaureate program. Findings reveal that while these RNs originally questioned the value of further education, degree completion had a positive impact on their personal and professional lives. Implications for RN to BSN program design and recruitment into formal education programs are presented.
The purpose of this study was to evaluate perceived learning and attitude changes of nursing students (n=144) toward care of the elderly population as a result of a senior capstone course in gerontological nursing. Theory content emphasized maximizing individual capabilities of the elderly and quality of Life. Clinical placements occurred in a variety of community and institutional settings, with a wide spectrum of elderly. Student attitudes were assessed using researcher-designed tools for quantitative and qualitative outcome measurements. Significant improvements in student attitudes were found (p<.001). Community-based settings provided significantly more positive experiences (p<.05) compared with institutional care. Qualitative findings revealed students gained positive awareness plus growth in professional abilities. We conclude that a senior capstone course with multi-site, independent, innovative projects can produce positive attitudes and heightened consciousness regarding gerontological nursing. Other nurse educators can benefit from these findings.
Background: Although most RN-to-BSN programs offer bridge courses, little can be found in the literature about common course objectives, content, or outcomes. Method: This article details course objectives, course content, course implementation, and preliminary outcomes of a primarily distance learning RN-to-BSN bridge course at a northern California university. Results: Preliminary outcome assessments suggested greater than expected increases in role and campus socialization, as well as computer literacy, as a result of RN-to-BSN bridge course implementation. Conclusion: The RN-to-BSN bridge course can successfully be used to transition the re-entry student and may be the link allowing RN-to-BSN students to effectively face the concurrent challenges of role socialization and computer literacy while mastering course content and course objectives.
Objectives: Nursing programs are challenged to produce nursing students who can provide safe, competent and quality care while struggling with limited clinical placements and restrictions in what students can actually do in their clinical practice. The American Association of Colleges of Nursing (AACN) and Quality and Safety Education in Nursing collaborative (QSEN) developed safety competencies for graduate-/ entry-level nurses to guide nursing curricula as well the development of simulation experiences that provide for targeted, repetitive practices to enhance safety competence. We describe a capstone, immersion simulation course based on these competencies to provide multiple opportunities for students to explore and refine their knowledge, skills and attitudes related to safe practice. A behavioral checklist applied in the course measures the impact of the course on safety practices, with individual student assessments completed at mid-and end-points of the course. This presentation describes the components of the course, the evolution of the assessment tool, and the assessment outcomes of the course as they relate to safety competencies. This innovative course can serve as a model for nursing programs to enhance safety competence of their graduates.Description: Senior nursing students are immersed in 40 hours of acute care simulation over 15 weeks, with ongoing focus on safety competence. With this format, students become very comfortable in the simulation setting, working with teams and analyzing performance. Students practice communication skills in codes, patient handoffs/interprofessional communication using SBAR, patient communication, as well as safe medication administration. Students are challenged to apply safety principles in every simulation encounter. Debriefing always includes discussion of the effectiveness of communication, actual or potential errors, and strategies to improve safety. Written reflections following the simulations specifically address the safety issues encountered. Scenario implementation occurs with two-nurse teams. However, at the mid-and endpoints of the course, each individual is assessed, using a behavioral checklist which targets safety competencies. These assessments are highly revealing of the extent to which safety has been ingrained in each student's practice. The use of two positive identifiers, determining allergies, medication administration safety and effective communication is emphasized on the behavioral checklist, with specific recommendations given to each student.
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