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Nurse Residency Program Pilot
(2018-05-14)
Purpose: Nurse Residency programs (NRPs) have shown great promise in helping to transition the new RN to the role of a practicing nurse. This document describes the development of a nurse residency program pilot (NRPP) at ...
Interprofessional Education Through Telecommunication with Undergraduate Nursing Students and Medical Residents
(2018-07-03)
This quality improvement project was implemented using four interprofessional simulations (IPS) involving a critical change in a patient’s status. Senior level undergraduate Bachelor of Science in Nursing students contacted medical residents through Facetime phone calls to report a change in patient condition. The simulation debriefing was conducted using Skype to connect students from different healthcare programs and institutions for interprofessional education (IPE). The Inter-Professional Critical Event Report Evaluation Tool was used to detect student improvement using Introduce, Situation, Background, Assessment, and Recommendations, (ISBAR) which represents a communication technique used in healthcare and created for safe, structured handoff reports. Mean scores were calculated and compared over time. The Interprofessional Education Collaborative (IPEC) is an emerging model for training health professionals to collaborate in educational and clinical settings. The IPEC Competencies Self-Assessments Tool Version 3 was used to measure improvement in student’s self-efficacy. Interprofessional (IP) competencies were self-assessed by the nursing students prior to the initial simulation and repeated after each of the four simulations, to determine improvement in scores over time. Descriptive, parametric and non-parametric tests were used to analyze differences in the means of the two domains over time. A repeated measures ANOVA was conducted for both the Interactions Domain and the Values Domain, resulting in statistical significance with (p p ...
Engagement in a cultural competence course and its impact on transcultural competence, transcultural confidence, and transcultural knowledge
(2018-05-09)
Problem Statement: In healthcare, practicing cultural competence is expected; however, nurses struggle to fulfill this expectation (Repo et al., 2017). Language barriers and inadequate cultural knowledge often lead to anxiety and difficulty in establishing a therapeutic nurse-patient relationship (Muzumdar, Holiday-Goodman, Black, & Powers, 2010). As a result, the quality of care provided in cross-cultural care encounters is often compromised.
Purpose: To determine the impact that participating in a culturally based nursing course has on the nursing student’s perceived level of transcultural self-efficacy, transcultural confidence, and cultural knowledge.
Methods: This quality improvement project used a pretest-posttest approach to determine the impact involvement in a culturally based course had on transcultural confidence and attainment of culturally sensitive skills. The Transcultural Self-Efficacy Tool (TSET) was used to compare cultural knowledge and perceived transcultural self-efficacy both before and after participation in a culturally based course.
Analysis: Descriptive and inferential statistics were used to analyze and interpret data. Paired sample t-tests were conducted to analyze the impact engagement in a culturally based course has on transcultural self-efficacy and attainment of culturally sensitive skills.
Conclusions: This quality improvement project yielded statistically significant findings that support nursing student engagement in culturally based courses. Students who participated in a culturally based course showed statistically significant improvements in the cognitive and practical domains of transcultural self-efficacy....