The Health Consultation Program: a model school nurse education program.

The Health Consultation Program (HCP) provides educational resources to school nurses throughout the state of Washington. It has several components, including consultation with clinical nurse specialists, a video lending library, health education materials, continuing education seminars, and preceptorships. School nurses access desired services to assist them in a variety of activities, such as developing individualized health care plans or teaching other school personnel about a child's special needs. Quotations from school nurses gathered during HCP evaluations indicate greater self-care abilities by students, improved skills of teachers and other professionals, increased planning for safe and appropriate care, and improved quality of care.     

School nurse summer institute: a model for professional development.

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.     

静疗专科护士的工作现状与职业发展需求

目的通过对静疗专科培训基地专科学员的调查,了解她们的工作现状和对职业发展需求的认识。方法选取本院静疗专科培训基地3期共112名学员进行问卷调查,了解她们对开展PICC的认识,目前开展PICC的现状。结果来自不同地区和不同级别医院的静疗专科学员的学历、年龄和职称无明显统计学意义,对专科工作的认识、工作现状和对未来发展的期望,二级医院与三级医院有明显统计学意义(P0.01)。结论建立系统化、规范化的管理模式,才能适应专科护理的发展,满足职业发展的需求。     

健康教育专职护士胜任力模型的构建

[目的]构建健康教育专职护士胜任力模型.[方法]采用提名的方法,选取100名临床护理人员,其中业绩一般者50例为对照组,业绩优秀者50例为观察组,运用行为事件访谈法,建立健康教育专职护士胜任力模型.[结果]对照组与观察组之间胜任特征频次与等级水平之间普遍有差异.[结论]健康教育专职护士胜任力模型共分为3个维度18个特征,显性维度包括知识和能力,知识包括护理基础知识、医学基础知识、健康教育知识和人文知识;能力包括人际沟通能力、演讲能力、小组讨论能力、信息收集能力、教育培训能力和研究能力.隐性维度为素养,包括真诚、专注、同感、尊重、耐心、乐观、自省和自信.     

健康教育专职护士胜任力模型的构建

[目的]构建健康教育专职护士胜任力模型。[方法]采用提名的方法,选取100名临床护理人员,其中业绩一般者50例为对照组,业绩优秀者50例为观察组,运用行为事件访谈法,建立健康教育专职护士胜任力模型。[结果]对照组与观察组之间胜任特征频次与等级水平之间普遍有差异。[结论]健康教育专职护士胜任力模型共分为3个维度18个特征,显性维度包括知识和能力,知识包括护理基础知识、医学基础知识、健康教育知识和人文知识;能力包括人际沟通能力、演讲能力、小组讨论能力、信息收集能力、教育培训能力和研究能力。隐性维度为素养,包括真诚、专注、同感、尊重、耐心、乐观、自省和自信。     

Perceptions of professional practice and work environment of new graduates in a nurse residency program

New nurses continue to face challenging work environments and high expectations for professional competence as they enter practice. Nurse residency programs are gaining prominence as a mechanism to ease new graduates' transition to practice. This study examined new graduates' perceptions of their professional practice competence and work environment throughout a yearlong nurse residency program. Employing a repeated measures design, data were collected at baseline, at 6 months, and at 12 months. Results showed that job satisfaction was significantly lowest at 6 months and highest at 12 months. Job stress was found to be lowest at 12 months and organizational commitment was highest at baseline. Of the variables related to professional practice, clinical decision-making was highest at 12 months and quality of nursing performance significantly increased at each measurement point. These data add to the growing evidence supporting the efficacy of nurse residency programs.     

A web-based clinical pedagogy program to promote professional development for nurse preceptors: A quasi-experimental study

ObjectiveTo examine the effectiveness of a web-based clinical pedagogy program on nurse preceptors’ clinical teaching competency, self-efficacy, and attitudes toward web-based learning in comparison to face-to-face course.BackgroundPreceptorship is a dynamic educational process that requires designing, and implementing various teaching strategies, evaluation, assessment and feedback. Web-based learning has been recognized as an effective learning approach for nursing professional development.DesignA prospective quasi-experimental approach with two-group pre-test and post-test repeated measures was adopted.MethodsThe web-based clinical pedagogy program was provided to the preceptors in the experimental group, while control group received the face-to-face preceptorship course. Clinical Teaching Competence Inventory (CTCI), Preceptor Self-efficacy Assessment Instrument (PSEQ), and Attitudes toward Web-based Continuing Learning Survey (AWCLS) were used to evaluate preceptors’ learning outcomes. Data were collected at three time points – before, immediately after the learning program, and after 6 months of the clinical teaching experience.ResultsA total of 150 nurses (75 participants/group) were recruited from a tertiary hospital in Singapore from July 2018 to June 2020. The results from the repeated measures analysis of covariance showed that there was a significant interaction effect (group x time) on the overall CTCI score after adjusting for covariate (F = 5.390, p = 0.005). However, there were no significant interaction effect (group x time) on PSEQ (F = 2.693, p = 0.070) and overall AWCLS score (F = 1.341, p = 0.264) between the two groups across the three time points.ConclusionThe web-based clinical pedagogy program produced outcomes comparable to the face-to-face program in terms of preceptors’ clinical teaching competence and self-efficacy. The innovative and cost-effective web-based clinical pedagogy program provided professional development and the flexibility to accommodate preceptors’ busy work schedules. Online learning has become increasingly popular during the COVID-19 pandemic and the web-based clinical pedagogy program was implemented when face-to-face workshop was not feasible.