The purpose of this quantitative, non-experimental cross sectional study was to explore the use of Principal Components Analysis (PCA) to recognize redundancy and correlations in the variables – standardized Content Specific ...

Purpose: This presentation will highlight the results of a year-long survey with recent nursing graduates from a baccalaureate program. The survey consisted of 5 key questions based on clinical simulation activities and ...

Background: Hospitals are the largest employer of new registered nurses (RNs). In fact, most of the 12,000 RNs gained in Florida between 2011 and 2013 were new nurses (Florida Center for Nursing, 2014) with new RN graduates ...

Background: This project is based on the innovative Quality and Safety Education for Nurses (QSEN) project which was founded in 2005 at the UNC Chapel Hill School of Nursing with funding from the Robert Wood Johnson ...

Background: Substantial growth in online education over the past decade has increased the demand for faculty who possess the skill set needed for effective delivery and student engagement in the online world. Many ...

Background & Aims OB/perinatal emergencies and complications are low-volume, high risk occurrences, and research suggests that simulation helps both novice and experienced clinicians to obtain and maintain clinical ...

Hemophilia is an inherited bleeding disorder characterized by a deficiency in clotting factors and expressed predominantly in males. The aim of this study was to gain insight into how professionals educate self-management ...

Financial health of one's institution is important to all employees from chief financial officer to essential providers i.e. nurses. Using the model from "The Great Game of Business" helps nurses understand that for their ...

Background Numerous inter-professional initiatives permeate the health care landscape, requiring professionals to collaborate effectively to provide quality patient care. Little attention has been given to intra-professional relationships, where professionals within one disciplinary domain (with more than one point of entry-to-practice) collaborate to provide care. New care models are being introduced where baccalaureate and diploma students of a particular discipline (such as nursing, occupational therapy, dentistry, or physiotherapy) are working closely together in teams to deliver care. Questions thus arise as to how students and educators learn to work on intra-professional teams. Objectives To identify and synthesize evidence regarding experiences of pre-licensure health professional students and their educators on intra-professional teams, and to draw recommendations to enhance policy and/or curriculum development. Inclusion criteria Types of participants Pre-licensure students and educators, focusing on regulated health professions which have more than one point of entry into practice. Phenomena of interest Experiences of intra-professional team learning or teaching within various entry-to-practice categories of a particular health-related discipline. Types of studies The review considered qualitative studies, including but not limited to designs such as phenomenology, grounded theory, ethnography and action research. Types of outcomes The outcomes are in the form of synthesized findings pertaining to experiences of pre-licensure health care students and educators with intra-professional teams. Search strategy A comprehensive search of various databases was conducted between 2 June 2015 and 16 August 2015, and repeated in March 2016. The search considered all studies reported and published from 1 January 2001 to 7 March 2016. Only studies published in English were included in this review. Methodological quality Papers selected for retrieval were assessed by two independent reviewers for methodological validity prior to inclusion in the review using the Joanna Briggs Institute Qualitative Assessment and Review Instrument. Data extraction Data were extracted using the standardized data extraction tool from the Joanna Briggs Institute Qualitative Assessment and Review Instrument. The data extracted included descriptive details about the phenomena of interest, populations, and study methods. Data synthesis Research findings were pooled using the Joanna Briggs Institute Qualitative Assessment and Review Instrument. Study findings that were supported by the data in primary studies were organized into categories on the basis of similarity of meaning. These categories were then subjected to a meta-synthesis to produce a set of synthesized findings. Results Eight studies were included in the review. Sixty-eight findings were organized into nine categories based on similarity of meaning. Four synthesized findings were produced: (i) Contextual factors (including pedagogical approaches and timing of experiences) may influence experiences of intra-professional learning, (ii) Shared learning opportunities contribute to comprehensive care planning and more efficient patient care, (iii) Intra-professional learning helps to build collaborative relationships and understanding of roles, and (iv) Intra-professional learning is beneficial; however, it also created frustration for students. Conclusions Despite its challenges, shared learning experiences assisted students in understanding each other’s roles, develop communication and collaborative competencies, develop comprehensive care plans, provide more efficient care, and helped prepare them for their future roles as health care professionals. Various contextual elements could either hinder or facilitate shared learning experiences....

(41st Biennial Convention) Purpose: To efficiently communicate the system level clinical and strategic information to a vast number of nurses in diverse locations, UPMC Center for Nursing Excellence and Innovation (CNEI) ...