歐美口爆

The African Health Profession Regulatory Collaborative (ARC) was launched in 2011 to help countries develop or strengthen nursing regulations to ensure safe and sustainable nurse-initiated and nurse-managed HIV treatment. ARC supports teams of national nursing leaders from 17 countries to engage in rapid regulatory strengthening through regional meetings, regulation improvement grants, and in-country technical assistance. The ARC initiative has awarded 33 regulation improvement grants on topics such as continuing professional development, scopes of practice, nurse practice acts, and entry-to-practice examinations. Progress is measured by a novel tool that captures meaningful advancements in national regulations. The ARC initiative facilitates rapid improvements in professional nursing regulation. The model and evaluation framework are highly transferable to other health care cadres and offer a platform for regulators, policy makers, professional bodies, and educators to collaborate on prioritized regulation issues.

Emerging evidence indicates that harmful nursing home resident outcomes occur because of ineffective collaboration between registered nurses (RNs) and licensed practical nurses (LPNs) during assessment, care planning, delegation, and supervision. This observational, factorial vignette survey related video vignettes of RN–LPN collaboration in nursing home care to RN perceptions of: 1) current practice in their home; and 2) preferred practice in their home (N = 444 rated vignettes of nursing practice).

Medication order discrepancies pose safety risks when nursing home residents transition between health care settings. In nursing homes, both registered nurses (RNs) and licensed practical nurses (LPNs) frequently are assigned to detect medication order discrepancies, using the process of medication reconciliation. This study was undertaken to examine the extent to which licensure (RN, LPN), years of experience performing medication reconciliation, and the perceived Need for Closure were related to differences in the detection of medication order discrepancies. The Multiple Segment Factorial Vignette design was used to explore and compare nursing home nurses’ detection of such discrepancies.

Hospitalizations of nursing home residents are costly and adversely affect the health of already vulnerable residents, and reducing avoidable hospitalizations has been identified as a priority quality and safety outcome by the U.S. government. However, existing interventions to reduce hospitalizations do not account for differences in scopes of practice among licensed nursing staff. This article describes the development of an educational innovation for nursing home staff members to learn to collaborate in ways that differentiate registered nurse and licensed practical/vocational nurse scopes of practice and strengthen connections among licensed and unlicensed nurses to improve detection and management of conditions associated with avoidable hospitalizations. The innovation was developed using situated learning theory and facilitated unfolding case discussions, reflecting the actual care environment. Evaluation data indicated the feasibility of this approach to staff education.

Nursing programs are seeking guidance from boards of nursing about how much simulation can be substituted for traditional clinical practice. To address this question and to assess educational outcomes when simulation is substituted for clinical time, the 歐美口爆 (NCSBN) conducted a study using 10 nursing schools across the United States. This article focuses on the faculty development needed to maintain fidelity in the intervention, implementation, and evaluation processes of initiating simulation programs.

The aim of this study was to describe newly licensed RN (NLRN) preceptorships and the effects on competency and retention.

Many factors affect quality care in long-term care (LTC) settings. A supportive organizational culture, strong leadership, appropriate staff and staffing, and effective training and professional development of staff members are all fundamental elements necessary for influencing quality care in LTC settings. This article discusses challenging issues confronting LTC settings and provides strategies for managing the complexities of culture change, staffing, and education in LTC.

From December 1, 2010, through May 31, 2013, the South Dakota Board of Nursing conducted a pilot study, “Virtual Nursing Care for Children with Diabetes in the School Setting.” The findings from the study supported the use of the virtual nurse model of care as a safe and effective method of supervising and delegating diabetes nursing care tasks to unlicensed assistive personnel (UAP), including insulin administration. This article provides an update describing the 2014 changes made to the nursing delegation rules, the protocol established for registered nurses using the virtual nurse model of care, and the training program for UAP providing diabetes nursing care.

Despite a growing number of foreign-educated nurses (FENs) joining the health care workforce, scientifically based evidence comparing FENs to U.S.-educated nurses on quality of care, including medication errors, is lacking. Hypotheses tested were related to differences in frequencies and consequences of medication error incidents between FENs and U.S.-educated nurses. The case and control groups were randomly selected from 2006 and 2010 risk management files and medication files at five Southwestern hospitals. The sample included 2,178 observations. In 2006, there were comparable percentages of FENs in the case group (34.7%) and in the control group (31.2%). In 2010, the percentages were again comparable (30.7% of FENs in the case group and 28.6% in the control group). In 2006, FENs were less likely to make medication errors not reaching patients (4.5% for FENs and 13.3% for U.S.-educated nurses), but tended to make errors reaching patients without harm (85.8% for FENs and 75.1% for U.S.-educated nurses); however, the difference disappeared in 2010. The authors’ comparison demonstrates that FENs provide quality of care comparable to that of U.S.-educated nurses with regard to medication errors, which may be attributed to the rigorous registered nurse licensure exam; FENs’ relatively higher educational background; the hospital’s recruitment, mentoring, and training programs; and the implementation of health information systems.

The 歐美口爆 (NCSBN) published the results of the largest, most comprehensive study to date concerning the use of simulation as a substitute for traditional clinical experience. Results of the study, which were published in 2014, demonstrated that high-quality simulation experiences could be substituted for up to 50% of traditional clinical hours across the prelicensure nursing curriculum. An expert panel convened by NCSBN evaluated the data gathered through this study, examined previous research and the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: SimulationSM, and used their collective knowledge to develop national simulation guidelines for prelicensure nursing programs. This article presents those guidelines, evidence to support the use of simulation, and information for faculty and program directors on preparation and planning for using simulation successfully in their nursing programs.

NCSBN's Transition to Practice (TTP) study: implications for educators.

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