Health policy engagement among graduate nursing students in the United States

Cordova, Pamela B. de; Steck, Mary Beth; Vermeesch, Amber; Pierre, Natacha; Rankin, Audra; Ohlendorf, Jennifer M.; Lawrence, Sherry; Derouin, Anne

doi:10.1111/nuf.12295

Cited by 16 publications

(17 citation statements)

References 8 publications

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“…AACN established a Faculty Policy Think Tank (FPTT) to develop recommendations for improving nursing students at all levels and nurses' engagement in health care policy and those recommendations were published in 2017 [17]. De Cordova et al [18]. also suggested that more research on how health care policy courses were delivered should be conducted to impact future health care policy and advocacy efforts, even though there were already some health care policy courses included into nursing curricula in the U.S. Luo et al [19].…”

Section: Discussionmentioning

confidence: 99%

Enlightenment for Future Nursing Education from Evaluating Perception of Competencies of Doctor of Nursing Practice Programs

Wang¹,

Roe²,

Chen³

et al. 2021

AJNS

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Lack of research still exists about how Doctor of Nursing Practice (DNP) prepared nurses meet the AACN Essentials of Doctoral Education for Advanced Nursing Practice. The goal of this study was to examine the perception of DNP prepared nurses and employers on how they met the AACN Essentials. Self-reported data was collected from a convenience sample of DNP prepared nurses and employers across the U.S. (n=202) through an electronic survey assessment. Overall, the participants perceived that the DNP prepared nurses were meeting the competencies with all Essentials receiving a mean score above 4 (agree). The lowest mean score (4.289) was rated for Essential Ⅶ (Clinical Prevention and Population Health for Improving the Nation's Health). Two other low mean scores were 4.310 for Essential V (health care policy for advocacy in health care) and 4.360 for Essential IV (information systems/technology and patient-care technology for the improvement and transformation of health care). The perception that DNP prepared nurses rated for Essential III (4.49 ±.68, p =.026), VI (4.48 ±.84, p =.017), and the total Essentials (4.43 ±.67, p =.023), and other employers rated for Essential VI (4.02 ± 1.17, p =.042) were statistically significantly lower compared to those working as a DNP prepared nurse and an employer at the same time. The findings of this study have a number of important insights into the value of DNP prepared nurses for the future development of DNP programs in the U.S and the future initiation in other countries.

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Section: Discussionmentioning

confidence: 99%

Enlightenment for Future Nursing Education from Evaluating Perception of Competencies of Doctor of Nursing Practice Programs

Wang¹,

Roe²,

Chen³

et al. 2021

AJNS

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“…Nursing practice in all aspects is regulated by healthcare policies and is influenced by related changes [ 92 ]. The promotion of public health is considered the ultimate goal of health policies [ 93 ].…”

Section: Directives To Improve Nurses’ Job Conditions and Securitymentioning

confidence: 99%

Insecure Employment Contracts during the COVID-19 Pandemic and the Need for Participation in Policy Making

Maleki

Mardani

Vaismoradi

2021

IJERPH

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Job security influences the ability of nurses to provide high-quality nursing care. The Iranian health system has always faced nursing shortages, and the COVID-19 pandemic has worsened this situation. Although nurses have been labelled ‘heroes’ across the globe, many of them have been hired using insecure employment contracts. This commentary aims to describe issues surrounding job contracts for Iranian nurses during the COVID-19 pandemic and discusses how the current situation can be improved. Iranian nurses are at the frontline of the fight against COVID-19 and need to receive better support in terms of job security and dignity. They should participate more in policymaking activities to improve their job condition and prevent the development and implementation of the short-term and insecure job contracts that lead to job insecurity.

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“…Another way nursing educators can respond is through policy education. The American Association of Colleges of Nursing essentials require the inclusion of policy education and competencies in nursing curricula at the graduate level, 21 but research suggests policy education in nursing curricula does not result in policy engagement among graduate nursing students 22 . Future education research could identify best practices for integrating policy content across the nursing continuum, and action steps for translating education to action.…”

Section: Creative Conversationsmentioning

confidence: 99%

Addressing health inequities re‐illuminated by the COVID‐19 pandemic: How can nursing respond?

2020

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The coronavirus disease 2019 mortality rate among Black adults in the U.S. is double that of other racial and ethnic groups. The current pandemic is re‐illuminating health inequities that are pervasive in our society and reflected in our health system. This creative controversy describes critical conversations needed within nursing to acknowledge the contribution of structural racism to health equity. We recommend implementing structural competency into nursing education and prioritizing nursing research and policies focused on health equity and community‐based interventions.

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Health policy engagement among graduate nursing students in the United States

Cited by 16 publications

References 8 publications

Enlightenment for Future Nursing Education from Evaluating Perception of Competencies of Doctor of Nursing Practice Programs

Enlightenment for Future Nursing Education from Evaluating Perception of Competencies of Doctor of Nursing Practice Programs

Insecure Employment Contracts during the COVID-19 Pandemic and the Need for Participation in Policy Making

Addressing health inequities re‐illuminated by the COVID‐19 pandemic: How can nursing respond?

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