The Journal of Continuing Education in Nursing

Published by Slack
Online ISSN: 1938-2472
Print ISSN: 0022-0124
The passage of Part H of the Education of the Handicapped Act, Public Law 99-457, and the reauthorization of the law in 1991, as Public Law 102-119, mandates a family-centered approach to the provision of services to infants and young children with handicaps. Nurses are named as providers in this federal legislation. The authors conducted a survey to assess the learning needs of nurses who may wish to serve as providers under the law. The survey results were used to develop a family-centered continuing education curriculum that pairs parents and nurse faculty as partners in delivering the curriculum.
Given the ever-increasing set of online learning tools that are easily accessible through mobile devices, nurse educators can choose from a range of free and low-cost applications to promote active and engaged learning. This column offers several "tips" for using these tools.
The emergence of new health care needs related to changing demographics, financial restraints on health care, and increased rates of chronic illness has contributed to the need for nurses with a range of highly specialized skills. Yet traditional education programs for nurses have focused on diploma level preparation for bedside staff positions. This study explores the assessments of 714 clinical nurses with diploma level preparation and 56 nurse managers about the need for postdiploma nursing education. The results reveal a preference for clinically focused university education over noncredit coursework or a generic degree program. Nurses and their managers agree on the necessity for opportunities for more preparation in gerontology and palliative care, as well as the need for all practicing nurses to learn many skills cutting across clinical areas including clinical decision-making, communication, and leadership. Strategies for assisting nurses to access university education including innovative distance education methods are discussed.
Continuing education is one method for acquiring competency in informatics among nurses. However, little is known about nurses' participation in continuing education in informatics and the factors or characteristics that motivate them to pursue this type of education. This article identifies the proportion and characteristics of U.S. registered nurses reporting continuing education in informatics in 2000. A secondary data analysis was conducted with data from the National Sample Survey of Registered Nurses. More than 25,000 nurses responded to this survey in 2000. Bivariate and logistic regression analyses were conducted to examine the association of reported continuing education in informatics with demographic, educational, and other characteristics of respondents to the survey. Of the respondents, 21% reported continuing education in informatics in the year before the survey. The probability of continuing education in informatics increased with Internet access and decreased for nurses working outside hospitals or providing direct patient care. Relatively low proportions of registered nurses report continuing education in informatics, but some opportunities exist to increase rates.
Preceptorships have been used to bridge the gap between nursing education and the reality of the workplace. The role of preceptors to prepare new or transitioning nurses to function more efficiently and earlier has become increasingly important in recent years. To foster positive attitudes in the experienced nurses toward accepting and functioning in the roles of preceptors, nursing administration and nursing education must collaborate. Preceptors have the ability to shape, nurture, influence, and support novice nurses. Experienced nurses hold the responsibility to encourage this commitment.
The accreditation manual for continuing nursing education has been revised and updated, with changes to be implemented by accredited organizations no later than August 1, 2009. This column highlights key changes in the new criteria and key elements.
A collaborative initiative among three Ohio health care groups is focusing its efforts on change to enhance the practice of nursing. Continuing education enables currently practicing nurses to advocate for the advancement of nursing and participate in creating change in their practice environments. This collaborative model could be used by other states to enhance nursing practice.
This article discusses the need for board leadership development of nurses. The authors provide an overview of the Sigma Theta Tau International Board Leadership Development program based on the experiences of nine Fellows who completed the program. Elements necessary for a self-developed board leadership development program are presented. Rationale is discussed as to why the Sigma Theta Tau Board Leadership Development program and future similar programs need to include the critical success factors in the development of nurses as board members. The authors discuss the variety of professional and personal benefits of a program of this importance.
One hundred eighty-one (n = 181) nurses who completed the Rutgers Nurse Refresher course between the years of 1991 and 1994 were surveyed to determine the outcome of the course in relation to successor return to nursing practice. Of the number of nurses who responded (n = 111), 78 nurses (70.2%) returned to practice as RNs. Nurses who completed the course in 1991 and 1992 had higher employment rates as RNs than those nurses who completed the course in 1993 and 1994. Of the 78 nurses who found employment as RNs, 55 nurses (71%) found employment in other-than-hospital settings. An increase in employment in long-term care and other settings, such an physician offices and school nursing was found when the data were analyzed by setting and year of course completion. Findings of the survey are discussed in relationship to changes in health care delivery as well as recommendations for curriculum revision.
Describes a survey involving 1,604 registered nurses, (1,573 females and 9 males) living in Hawaii, to determine their continuing education needs and preferences. It is noted that findings, part of which are presented in charts showing subjects' preferences and educational backgrounds, will help faculty plan continuing education offerings for nurses with varied educational backgrounds and living in all areas of the State. (SH)
This article describes the use of four-component instructional design (4C/ID), a model to plan educational interventions for complex learning. This model was used to design a continuing education course on communication skills for health professionals in a context that is hierarchical and communal. The authors describe the 4C/ ID model and provide an example of its application in designing the course. In the 4C/ID model, learning tasks serve as the backbone of the course, with lectures and other supportive information organized around them. The 4C/ID model is different from traditional models that base the course on lectures on different topics and connect part-task assignments to these topics. The use of the 4C/ID model to develop the educational intervention moves the paradigm from lectures to learning tasks to better prepare learners for real practice.J Contin Educ Nurs 2013;44(X):xx-xx.
The purpose of this article is to describe survey research on learning needs assessment, conducted to determine definitions, techniques, and confidence levels of the hospital-based educator. Confidence levels related to fulfillment of the needs assessment role and resources available to the nurse educator are described. In a survey of 223 hospitals, a 69% return rate showed that the hospital educator used "real need" (lack of understanding, skill, or ability) as their primary definition. Professional standards, records and reports, and technological and institutional changes were primary sources of program determination. The nurse educator was confident in traditional roles but less confident in developing competency-based evaluations and clinical simulations.
Changing models of nursing care have resulted in a more diverse work force composition. Nurses (RNs and licensed practical and vocational nurses) have greater responsibilities for delegation and supervision of unlicensed assistive personnel providing direct nursing care. This study describes nurses' beliefs about their abilities to delegate and supervise direct nursing activities and explores differences based on professional and job-related factors. A national sample of 148 licensed nurses working in three practice settings was surveyed. In general, nurses reported a high level of comfort, frequency, preparedness, confidence, competence, and control. Differences found in nurses' beliefs were based on education, practice setting, and type of work responsibilities.
This study investigated the relationship between reading ability and patient satisfaction measured with a 5-point Likert scale, a yes/no/uncertain choice, and a pictorial format. The study sample included 48 patients, 16 patients with third to fifth grade reading levels and 32 patients with reading levels of sixth grade or above. The mean percent agreement among the positively worded items on all three scales exceeded 80% regardless of reading level and response format. All of the patients had difficulty with the negatively worded items in all three formats, with the percent agreement dropping to only 49% between the negative items on the yes/no/uncertain and pictorial formats in the lower reading group.
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