Bryan College Archivesgeneral-feed.descriptionhttps://archives.bryanhealthcollege.edu2024-03-29T07:15:24Z2024-03-29T07:15:24Z451Alternative Learning Strategies to Increase Clinical Judgment for the NCLEX Next Generation ExamNespor-Hartig, ElizabethGrummert, KerriOlerich, Melinahttps://hdl.handle.net/20.500.11987/3902022-10-06T15:06:24Z2021-12-01T00:00:00Zdc.title: Alternative Learning Strategies to Increase Clinical Judgment for the NCLEX Next Generation Exam
dc.contributor.author: Nespor-Hartig, Elizabeth; Grummert, Kerri; Olerich, Melina
dc.description.abstract: Purpose: To evaluate alternatives to traditional clinical experiences that can increase students’ clinical judgment and clinical competencies in order to better prepare them for the Next Generation NCLEX exam. Literature Review: An important goal of nursing education is to improve the competencies and clinical judgment of nursing students. Traditional clinical is utilized to help develop student’s clinical judgment skills and clinical competencies. In many locations, nursing programs are limited in enrollment due to lack of clinical resources. The field of nursing is growing rapidly with nursing educators working diligently to meet the challenges of faculty shortages and limited clinical sites (Curl, E. D. et al., 2016). The Theoretical Framework that was utilized was NCSBN Clinical Judgment Measurement Model. The Third layer was primarily utilized due to it being the measurable cognitive aspects of clinical decision making. Methods: A fishbone diagram was utilized to determine a gap. IRB approval was obtained. An extensive literature review was conducted and a coding procedure was developed. Articles were reviewed, categorized and coded. Expert interviews were conducted and categorized into themes. Spiral data analysis was utilized to determine themes within the research. Results: Simulation, case studies and reflections were found as valid tools to increase student clinical judgment skills. Faculty evaluation and feedback is needed to determine the level of clinical judgment and to address areas of clinical judgment that need improvement. Faculty can use evaluations to address gaps in clinical judgment. Conclusions: Through this review, it was determined that simulation, case study, and reflection are valid alternatives to traditional clinical time to increase student’s clinical judgment. Educators need to implement clinical judgment into curriculum to prepare students for the Next Generation NCLEX exam. Future recommendations include development for a standardized evaluation tool with governing body support and an implementation plan for faculty.
2021-12-01T00:00:00ZEvaluating Components of Nurse Residency Programs That May Impact Nurse Retention Rates Beyond the Initial Year of HireColeman, ChrissieMiddlekauff, JenniferNash, Wendiehttps://hdl.handle.net/20.500.11987/3892022-10-07T03:19:34Z2021-12-01T00:00:00Zdc.title: Evaluating Components of Nurse Residency Programs That May Impact Nurse Retention Rates Beyond the Initial Year of Hire
dc.contributor.author: Coleman, Chrissie; Middlekauff, Jennifer; Nash, Wendie
dc.description.abstract: Purpose: To create a framework of components for successful nurse residency programs (NRP) where the key goal is for improving nurse retention rates in the second year of hire. PICO: Among new graduate nurses who participate in a nurse residency program, what components of the NRP can increase an organization’s second year retention rate? Literature Review: Research studies have shown that participation in a NRP leads to an increase in retention in the first year of hire. While NRPs offer a way to improve first year retention rates, further research is needed to assess the effectiveness of content, structure, and to assess retention rates past the initial year of hire. Theoretical Framework: Benner’s Nursing Theory, From Novice to Expert provides a framework for use as a consistent guide for the key elements of NRP’s and this project. Methods: IRB approval was granted for an evidence based project to proficiently analyze relevant and current evidence, and conduct expert interviews with Human Resources (HR) and NRP experts. Data were collected through guided NRP and expert HR interviews to determine possible components of NRP programs that could impact second year retention rates. Results: This evidence based project has created an opportunity to disseminate knowledge for best practice, as well as recommending revisions for NRP’s to meet the contemporary needs of healthcare systems. An NRP’s utilization of the Framework of Successful Components may optimize retention among second year nurses. Recommendations: Next steps needed are to begin building relationships between HRs and NRPs beyond the initial year of hire, supporting an assessment of current technological capabilities, and lastly, to consider potential benefits of rural communities participating in an NRP program and the support needed for this to occur.
2021-12-01T00:00:00ZYears of Nursing Experience and Resiliency During a PandemicMartin, GinnieTownsley, Karenhttps://hdl.handle.net/20.500.11987/3882022-05-19T03:44:31Z2020-12-09T00:00:00Zdc.title: Years of Nursing Experience and Resiliency During a Pandemic
dc.contributor.author: Martin, Ginnie; Townsley, Karen
dc.description.abstract: Purpose: This quality improvement project was conducted to understand resiliency of new nurses during the COVID19 pandemic. What is the self-reported resiliency of newly graduated nurses with 0-3 years of experience during the COVID19 pandemic? Literature Review: Nursing is a rewarding, often challenging, and at times emotionally draining profession. Stress in nursing can lead to burnout, nurse turnover, and potentially contribute to poor patient outcomes. Providing care within a pandemic can increase the stress. Literature shows the first year of practice is the most stressful in a nurse’s career, and nurse residency programs (NRP) are beneficial with the transition. Resiliency, defined as the “ability to thrive in the face of adversity”, is teachable and can provide nurses with emotional adaptability. Patricia Benner’s Novice to Expert Theory provides a theoretical framework which can be utilized to understand the nurse’s growth and development. Methods: NRP co-coordinators, as the stakeholders, provided permission to conduct this project within the NRP. The Connor-Davidson Resilience Scale (CD-RISC) was used. The CD-RISC assessed resiliency differences of nurses with less than one-year experience and nurses with 1-3 years of experience. After IRB review, data were collected and analyzed for 62 valid responses. Results: Nurses completed the survey with n=23 reporting having less than one-year experience and 39 reporting having 1-3 years of experience. The mean resiliency scores
for nurses with less than one-year experience was 26.83 and nurses with 1-3 years of experience was 28.31. The results did not show a statistically significant difference. Conclusion: This data suggests that utilizing a resiliency scale and providing training to all nurses in the organization would be beneficial. This allows the individual the opportunity to see how they score regarding resiliency to identify areas of strength and potential areas for improvement.
2020-12-09T00:00:00ZTroubleshooting Vascular Access Device SelectionBadura, NicoleBeil, Lindsayhttps://hdl.handle.net/20.500.11987/387.32022-05-19T03:44:36Z2020-12-09T00:00:00Zdc.title: Troubleshooting Vascular Access Device Selection
dc.contributor.author: Badura, Nicole; Beil, Lindsay
dc.description.abstract: Purpose: To educate registered nurses (RN) regarding the necessity for pre-assessment of risk factors, and importance of vascular access device (VAD) selection. Will providing this education to RNs, improve understanding of appropriate VAD selection?
Literature Review: Identified knowledge gaps and patients presenting with co-morbidities and associated risk factors are affecting VAD selection, leading to inappropriate prescriptions from providers. Central lines (CL) are associated with central line associated bloodstream infections (CLABSI), leading to increased morbidity/mortality rates. Even with national initiatives created to improve safety and education regarding VAD selection, CLABSIs are still occurring.
Three factors leading to complications with VADs (host factors, device factors, and provider factors) have been identified. Mandatory annual training on maintenance of VAD improves confidence and competence. The Plan, Do, Study, Act (PDSA) cycle provides a framework for developing, testing, implementing change and improvement in VAD selection.
Methods: The setting for the QI project was general/progressive/critical care areas in an urban hospital. Project stakeholders were a Clinical Educator, and a Clinical Nurse Specialist. The RNs on selected units were given comprehensive VAD education on pre-assessment of risk factors, and importance of appropriate VAD selection. The
participants completed a pre-test, and then completed a post-test following education, to determine understanding. The data were reviewed and analyzed. IRB reviewed the project and deemed it a quality improvement project.
Results: The project question was supported by the outcomes, as evidence by, improved post education scores. It was determined that the location of the education session can be detrimental to the learning outcomes. Future testing considerations would include review of test question verbiage to be more succinct and unit directed.
Conclusion: VAD selection education improved the knowledge of the RNs regarding appropriate VAD selection. Plan to disseminate education to all units, and commit to implementing annual education.
2020-12-09T00:00:00ZWorkplace Attributes Leading to Job Satisfaction of the Bedside NurseJohnson, StephanieSpeer, Katiehttps://hdl.handle.net/20.500.11987/3862022-05-19T03:44:47Z2020-12-09T00:00:00Zdc.title: Workplace Attributes Leading to Job Satisfaction of the Bedside Nurse
dc.contributor.author: Johnson, Stephanie; Speer, Katie
dc.description.abstract: Purpose: The purpose of this quality improvement project is to better understand workplace attributes of selected units within an acute care hospital to provide recommended strategies for improving the workplace attributes as a way to promote nurses’ job satisfaction. The guiding question was “What are the attributes that promote nurses’ job satisfaction within the workplace?”
Literature Review: Communication, relationships with physicians, and nursing involvement in decision making are workplace attributes discussed in the literature leading to job satisfaction. Nurses having autonomy and control over their work environment are also strong factors for satisfaction with the work environment.
Methods: The project took place on both intensive care and progressive care units. The stakeholders were the nurse managers and directors of these units and the CNO of the organization. A Google Form was developed to administer the questionnaire and participants were invited via email. SMART objectives were created, partially met, with one being delayed. The PDSA framework relates to change theory in planning, implementing, and evaluating the project. Data were collected via the NWI-R as the instrument. The capstone project was reviewed by the IRB and deemed as a quality improvement project. Results: The outcome of this quality improvement project was to identify strategies as recommendations, which included implementing task forces for nurse's involvement in
controlling costs, employee forums increased to bi-monthly, twice monthly informal CNO rounding, maintaining a culture of safety, and professional/career development opportunities with improved marketing. Recommendations were given via a flyer and presentation.
Conclusion: The project's outcomes supported the guiding question, in that we learned work attributes that scored higher on job satisfaction, which were also supported in the literature. Initially, stakeholders should focus on the most influential recommendations provided and create SMART goals as a framework to implement strategies going forward.
2020-12-09T00:00:00ZGenerational Diversity Among Registered Nurses in the Workplace: A Quality Improvement Project for Enhancing Communication and CollaborationWeise, JackieBernecker, Whitneyhttps://hdl.handle.net/20.500.11987/3852022-05-19T03:44:42Z2020-12-09T00:00:00Zdc.title: Generational Diversity Among Registered Nurses in the Workplace: A Quality Improvement Project for Enhancing Communication and Collaboration
dc.contributor.author: Weise, Jackie; Bernecker, Whitney
dc.description.abstract: Purpose: The purpose of this quality improvement project was to enhance intergenerational communication and collaboration among staff RNs in the workplace. What are the strategies to enhance communication and collaboration among generationally diverse RNs?
Literature Review: The RN workforce is currently comprised of three generational cohorts including baby boomers, millennials, and generation X. RNs from generation Z will soon be entering the workforce. Generational diversity influences many workplace outcomes including morale, commitment, and patient care. Generational diversity among RNs effects communication and collaboration in the workplace. The Dynamic Social-Ecological Model of Generational Identity in the Workplace identifies how differences in generational diversity can negatively impact workplace outcomes.
Methods: A comparative correlation design was used to analyze three generational cohorts on six acute care hospital units. The units’ nursing directors served as stakeholders. The SMART objective was to identify ten strategies to improve communication and collaboration among staff RNs to foster an inclusive, intergenerational work environment. The Workplace Intergenerational Climate Scale (WICS) was utilized to collect data. Data were analyzed using descriptive and inferential statistics. The IRB determined this to be a quality improvement project.
Results: The results guided the identification of strategies which included generational competence and sensitivity education, team building, reverse mentoring, embracing generational strengths, and building a culture supportive of generational diversity. The strategies were shared with the stakeholders and unit staff via posters.
Conclusion: An implementation plan and timeline are necessary to incorporate the recommended strategies within the project’s setting.
2020-12-09T00:00:00ZUsing a Checklist as a Strategy to Reduce Errors During the Administration of High Alert Continuous Intravenous MedicationsGowan, ChristineSchwartz, LindsayBuchholtz, Abbihttps://hdl.handle.net/20.500.11987/3842022-05-17T17:43:10Z2020-12-09T00:00:00Zdc.title: Using a Checklist as a Strategy to Reduce Errors During the Administration of High Alert Continuous Intravenous Medications
dc.contributor.author: Gowan, Christine; Schwartz, Lindsay; Buchholtz, Abbi
dc.description.abstract: Purpose: The purpose of this quality improvement project was to create a medication safety checklist for high alert medications (HAMs) to be used by nurses during any patient handoff, and to evaluate its effectiveness. Will the implementation of a checklist, to be completed at all nurse to nurse handoffs, improve patient safety by decreasing the risk of HAM errors compared to not using a checklist or other double check processes?
Literature Review: Reason’s Swiss cheese model of accident causation likens failures that occur on human and systematic levels to a stack of Swiss cheese slices. Research supports that when nurses do not utilize double check systems to their full potential, errors occur and negatively impact patients. Utilizing a medication safety checklist can aid in the reduction of errors by adding an additional layer of defense.
Methods: After IRB review of the quality improvement (QI) project the stakeholders granted permission to begin the project. The stakeholders were managers of two ICUs in the Midwest. A checklist and survey were provided to bedside nurses. The checklist was utilized for HAMs at all nurse handoffs. Nurses also answered a short survey regarding their experience with the checklist. Completed forms were kept in a secure folder.
Results: Three errors were identified by the checklist. Results showed that 81.5% of participants felt that the checklist helped improve patient safety. In total, 96.2% of participants felt that the checklist was easy to use. Some felt that the checklist added to
their workload. We recommend stakeholders implement the checklist into the current workflow. Stakeholders received results via email along with a visual aid for them to use at their discretion.
Conclusions: The utilization of a checklist as a double check is a valuable tool to help reduce or prevent patient harm and aids in positive patient outcomes.
2020-12-09T00:00:00ZEssential Emotional Social Intelligence Skills for NursingMinster, April Leighhttps://hdl.handle.net/20.500.11987/3832022-03-16T17:31:37Z2020-03-20T00:00:00Zdc.title: Essential Emotional Social Intelligence Skills for Nursing
dc.contributor.author: Minster, April Leigh
dc.description.abstract: There is research to support that emotional-social intelligence skills positively impact academic and practice performance outcomes in nursing. Based on the literature, there was a need to explore the most important emotional-social intelligence skills used in nursing practice and how those skills are developed.
The purpose of this grounded theory study was to understand the emotional-social intelligence skills used and developed in nursing practice. Participants were chosen through purposeful sampling. Semi-structured interviews were conducted and an emotional-social intelligence skills checklist based on the Bar-On Model of Emotional-Social Intelligence (2006) was used. The emerging Minster Five-Factor Model of Emotional-Social Intelligence for Nursing was developed based on the data collected.
This study revealed four essential skills that registered nurses use in practice: empathy, stress tolerance, flexibility, and problem solving. Self-awareness was determined to be a key skill needed for registered nurses to develop emotional-social intelligence skills. This study found that emotional-social intelligence can be learned and developed. Mentors, role models, and coaches within the context of the acute care setting assisted in the development of emotional-social intelligence. Engagement was an important factor for development to occur.
This study recommends including emotional-social intelligence skills in nursing curriculum. Further studies are recommended to validate the essential emotional-social intelligence skills for nursing.
2020-03-20T00:00:00ZExploring the Transitions of Student Veterans Who Have Experienced a Traumatic Event While Serving in the Military Then Attended a Nursing ProgramWarren, Jessicahttps://hdl.handle.net/20.500.11987/3822022-03-16T17:30:25Z2021-01-01T00:00:00Zdc.title: Exploring the Transitions of Student Veterans Who Have Experienced a Traumatic Event While Serving in the Military Then Attended a Nursing Program
dc.contributor.author: Warren, Jessica
dc.description.abstract: The purpose of this qualitative phenomenological study was to explore the transition of student veterans who have experienced a traumatic event while serving in the military then attended a nursing program. Schlossberg’s Transitional Theory was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Five student veteran participants completed interviews via Zoom and shared experiences about their transition through nursing school. Data was analyzed using Tesch’s eight steps. The participants’ experiences generated themes of: Transitional Barriers, Transitional Support, Personal Growth, and Driving Forces. Student veterans who experience a traumatic event while in the military are often faced with numerous challenges. Overall, the participants expressed several barriers and obstacles that they encountered while in their nursing program. The participants also expressed different types of support that allowed them to preserver despite the challenges they faced. Based upon the findings of this study, there is a need for more awareness of student veterans and the unique support services they may require while in a nursing program. The results of this study also suggest a need for additional training of nursing faculty and staff concerning student veterans and their unique needs.
2021-01-01T00:00:00ZA Quantitative Study to Investigate How Traditional Nursing Programs Incorporate Self-Care Practices Into the Student Nurse ExperienceHanke-Tierney, Cathyhttps://hdl.handle.net/20.500.11987/3812022-03-16T17:30:57Z2021-02-01T00:00:00Zdc.title: A Quantitative Study to Investigate How Traditional Nursing Programs Incorporate Self-Care Practices Into the Student Nurse Experience
dc.contributor.author: Hanke-Tierney, Cathy
dc.description.abstract: Abstract
Introduction: Undergraduate nursing students often find the academic rigor of a nursing program challenging. Students may experience feelings of stress, feel overwhelmed, and have difficulty coping, while some also struggle with mental health issues such as depression. Nursing students may also feel stressed about their ability to be academically successful in a nursing program and perform satisfactorily in the clinical setting. Difficulty coping with the demands of nursing education, and anxiety related to tests are also challenges nursing students encounter. The struggles faced by nursing students are well known, however, great variability exists regarding ways to engage nursing students in self-care practices to support their holistic well-being.
Methods: A survey was designed for this quantitative descriptive study to discover how self-care practices are incorporated into traditional undergraduate nursing programs. An Invitation to Participate was emailed to 189 nursing program administrators of traditional undergraduate nursing programs in eight Midwestern states. A link to the survey was embedded within the invitation.
Results: Sixty-eight surveys were returned. Statistically significant findings were related to the presence of having a policy in place to assist nursing students who request professional advice, the likelihood of assessing stress and emotional health of the program administrators nursing students, and how nursing program administrators of ADN and BSN programs felt about the importance of incorporating self-care practices into their nursing program.
Discussion: Although the challenges nursing students face while completing their nursing education are well known, a systematic means of incorporating self-care practices into nursing programs to promote nursing students’ holistic well-being has yet to be realized. Therefore, future research should focus on developing methods to incorporate self-care practices into nursing programs to support the holistic well-being of nursing students. The incorporation of self-care practices into nursing education may assist nursing students to better manage the rigor of their nursing programs and graduate better prepared to handle the demands of nursing practice. The goal should be to make self-care a habit – a way of being that begins during nursing school and continues as a new way of life.
Keywords:self-care, nursing students, nursing education, stress, psychological well-being
2021-02-01T00:00:00Z