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ABSTRACT: Teaching learners in the affective domain demands strong educational skills that go beyond the lecture mode. Affective domain strategies fit well when teaching staff about institutional values, such as mission or philosophy. Instilling these values in staff can directly impact the quality of patient care. The purpose of this article is to describe strategies for teaching in the affective domain and discuss an education project to teach preceptors about institutional culture and core values. Similar education can be replicated for other institutions. Evaluation of this teaching project is also discussed.
The Journal of Continuing Education in Nursing 07/2008; 39(6):248-52; quiz 253-4, 280. · 1.05 Impact Factor
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ABSTRACT: New nurses are traditionally oriented into their professional role by a registered nurse preceptor. This article describes the process of renovating and centralizing RN preceptor programs within the Department of Nursing in a multispecialty medical center in the Midwest. Outcomes of centralizing the preceptor program included involvement of nursing leaders, identification of methods of RN preceptor recognition, implementation of methods of improving institution-wide RN preceptor professional development, identification of opportunities for specialized RN preceptor classes and forums, creation of a tool to measure workload productivity, and finally, the formulation of a database to track performance and completion of orientation programs.
Journal for Nurses in Staff Development - JNSD 20(1):17-24; quiz 25-6.
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ABSTRACT: Establishing a thorough and effective competency assessment program is essential to meeting standards of regulatory bodies and providing quality care. Nursing education specialists continue to strive to provide a competency assessment process that is meaningful and uncomplicated. This article describes the implementation of a nursing competency assessment program in a large midwestern medical center that spans the continuum of care and incorporates all nursing roles that require nursing licensure, including advanced practice nurses, into one centralized nursing competency program. Competency program infrastructure, topic identification, documentation to support the evaluation and validation process, and continuous improvement opportunities are described.
The Journal of Continuing Education in Nursing 36(6):247-54. · 1.05 Impact Factor
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ABSTRACT: Closing the knowledge gap for current practicing nurses in the Institute of Medicine (IOM) core competencies is critical to providing safe patient care. The National Quality Forum (NQF) nurse scholar program is one organization's journey to close the gap in the IOM core competencies in a large teaching organization. The NQF nurse scholar program is positioned to provide a plan to assist current nurses to accelerate their learning about quality improvement, evidence-based practice, and informatics, 3 of the core competencies identified by the IOM, and focus on application of skills to NQF nurse-sensitive measures. Curriculum outline, educational methodologies, administrative processes, and aims of the project are discussed.
Journal of nursing care quality 25(4):327-33. · 1.19 Impact Factor
