Type Of Nursing Education And The Nurse Practitioner Experience

1976 ◽  
Vol 1 (4) ◽  
pp. 28???33 ◽  
Author(s):  
Lawrence S. Linn
2018 ◽  
Vol 25 (4) ◽  
pp. 266-271 ◽  
Author(s):  
R. Lee Tyson ◽  
Susan Brammer ◽  
Diana McIntosh

BACKGROUND: This article summarizes the experiences that a Midwest college of nursing had when telepsychiatry was introduced for psychiatric-mental health post-master’s nurse practitioner students to use in a clinical internship. AIMS: Implications for nurse practitioner educators will be identified, and recommendations for future research will be explored. METHOD: Described are the following: (1) policies and procedures the institution considered, (2) challenges that were encountered by faculty and students, and (3) strategies and limitations of these strategies defining best practice, what didactic content should be taught, and how clinical placements needed to be structured. RESULTS: Implications for nurse practitioner educators, practice, and research are identified. CONCLUSIONS: It is clear that telepsychiatry has an important role in the clinical education of psychiatric-mental health nurse practitioners. It is working well as a clinical internship option. The college of nursing is continuing to examine and address issues and is looking forward to enhancing the telepsychiatry experiences for students in the future.


PEDIATRICS ◽  
1979 ◽  
Vol 64 (1) ◽  
pp. 113-114
Author(s):  
Loretta C. Ford

Kahn's article, "The Influence of Funding on the Future of Nurse Practitioner Programs" (p 106) presents the thesis that despite the effectiveness of and the need for nurse prcb actitioners, future programs are in jeopardy because funding sources are inadequate and, further, that the trend to prepare nurse practitioners at the master's level will discourage physician participation to the detriment of the program. I share some of Kahn's concerns on the former issue and challenge him on the latter. My response to Kahn's work, focusing first on the latter issue, offers information and opinion on historic, academic, and professional dimensions of the discussion; clarifies some misconceptions of the nurse practitioner movement and nursing education; and raises questions about the future.


2020 ◽  
Vol 25 (4) ◽  
pp. 18-26
Author(s):  
Marcel Kaganovskaya ◽  
Lorelle Wuerz

Highlights Ultrasonography is an important tool for vascular access practice. Ultrasound should be used for vascular access assessment and insertion. Ultrasonography should be incorporated into formal nursing education curriculum and simulation training.


2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S974-S974
Author(s):  
Laurie M Kennedy-Malone ◽  
Karen Amirehsani ◽  
Rachel Zimmer ◽  
Joshua Borders

Abstract As a means of enhancing experiential educational opportunities for adult-gerontology nurse practitioner students who are prepared to manage the complex care of older adults, interactive simulation videos were developed using the eLearning authoring tool H5P to create learning experiences for students that can be used either in face to face classroom experiences or embedded in learning management systems. H5P is a web-based authoring tool that helps faculty build interactive course content. H5P activities provide instant feedback to students, allowing them to self-assess their understanding of the dynamic video simulation case. With funding through the Health Resources and Service Administration Advanced Nursing Education Workforce grant, four video simulation cases were developed that address emerging chronic care conditions in an older women who aged 15 years presenting initially with signs of hypothyroidism, progressed to early frailty, through moderate dementia and eventually along with her daughter face end of life health care issues. Partnering with the university instructional design experts, nurse practitioner faculty created questions that were inserted throughout the video as a means of keeping students engaged in problem-solving and decision making. A faculty handbook that described the case scenario with the interactive questions with suggested discussion questions was developed for each video simulation. The adult-gerontology primary care nurse practitioner competencies addressed in each case are identified in the handbook. Recommendations for the interactive question format will be presented and QR codes with access to direct viewing of the videos will be presented on the poster.


2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Mary Smith ◽  
Michelle Spadoni ◽  
Sandra Kioke

Three nurse researchers came together in 2015 to conduct a study focusing on Indigenous learning within a Nurse Practitioner program in Canada. This work unfolds here as a series. The first, brings to the fore the researchers’ relationship with the research answering the question “Who am I in relation to the Research?” This is followed by an account of the research, “A call to action: Faculty perspectives of cultural safety within a nurse practitioner curriculum.” Coming to know the researchers’ experiences within the context of nursing education, practice and their personal life experiences became a vital activity, one that would drive and instigate the overall research endeavour. Through this integral process the researchers functioned also as participants where analysis was both self-interpretative and hermeneutic. Preunderstandings molded through societal, cultural and historical forces interconnected with meanings of Indigenous methodology. Unearthing root assumptions through critical dialogues and stories was found to illuminate embedded world-views that challenged pervasive colonial perceptions critical to understanding the interwoven nature of cultural safety and reconciliation. This writing may be of high interest for researchers and educators wishing to create and sustain culturally safe spaces in practice and learning environments.


Author(s):  
Elizabeth Kinchen

AbstractMuch has been written about the inclusion of holistic nursing values and practices in undergraduate nursing education, but their inclusion and influence in advanced practice nursing education has not been fully explored. Nurse practitioners (NPs) are nurses, so it is assumed that the nursing perspective provides a framework for NP education and practice, and that NP education represents the blending of a holistic nursing approach with medical diagnosis and treatment. Nurse practitioners are taking increasing responsibility for filling the gap in primary healthcare availability in the U.S., and in the current political and economic healthcare climate, NPs are in a position to promote primary care models that honor comprehensive, patient-centered, and relationship-based care. As a result, it becomes essential to quantify the inclusion of these values in NP educational programs and coursework, as instilling core values for practice begins in educational environments. This quantitative, descriptive study explored the inclusion of holistic nursing values by NP faculty, using the Nurse Practitioner Holistic Caring Instrument (NPHCI). The NPHCI exhibited quite high reliability and validity in the sample, including confirmation of its three subscales. Survey results suggest that NP faculty actively incorporate holistic nursing values in educational coursework, and that age, length of time teaching in NP programs, highest educational degree, and academics as the primary area of practice were important indicators of the inclusion of holistic nursing values in NP program curricula. Findings add to knowledge of NP education, but further study is warranted.


2017 ◽  
Vol 19 (6) ◽  
pp. 323-328
Author(s):  
Louise Rath ◽  
Nirosen Vijiaratnam ◽  
Olga Skibina

CME/CNE Information Activity Available Online: To access the article, post-test, and evaluation online, go to http://www.cmscscholar.org. Target Audience: The target audience for this activity is physicians, physician assistants, nursing professionals, and other health-care providers involved in the management of patients with multiple sclerosis (MS). Learning Objectives: Accreditation Statement: This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Consortium of Multiple Sclerosis Centers (CMSC), Nurse Practitioner Alternatives (NPA), and Delaware Media Group. The CMSC is accredited by the ACCME to provide continuing medical education for physicians. The CMSC designates this journal-based CME activity for a maximum of 1.0 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Nurse Practitioner Alternatives (NPA) is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. NPA designates this enduring material for 1.0 Continuing Nursing Education credit (1.0 in the area of pharmacology). Laurie Scudder, DNP, NP, has served as Nurse Planner and reviewer for this activity. She has disclosed no relevant financial relationships. Disclosures: Editor in Chief of the International Journal of MS Care (IJMSC), has served as Physician Planner for this activity. He has received royalties from Springer Publishing, received intellectual property rights/patent holder from Biogen, and has performed contracted research for Biogen.Francois Bethoux, MD, has served as Nurse Planner and reviewer for this activity. She has disclosed no relevant financial relationships.Laurie Scudder, DNP, NP, has received a travel grant from Genzyme.Louise Rath, MA (Bioethics), Grad Dip Crit Care, BA, RN, , has disclosed no relevant financial relationships.Nirosen Vijiaratnam, MBBS, BMedSci , has served on a speakers' bureau for and received a travel grant from Genzyme.Olga Skibina, MD, FRACP The anonymous peer reviewers for the IJMSC have disclosed no relevant financial relationships. The staff at the IJMSC, CMSC, NPA, and Delaware Media Group who are in a position to influence content have disclosed no relevant financial relationships. Note: Disclosures listed for authors are those applicable at the time of their work on this project and within 12 months previously. Financial relationships for some authors may have changed in the interval between the time of their work on this project and publication of the article and/or the authors may list other older disclosures at the end of the article. Method of Participation: Release Date: December 1, 2017 Valid for Credit Through: December 1, 2018 In order to receive CME/CNE credit, participants must: Statements of Credit are awarded upon successful completion of the post-test with a passing score of >70% and the evaluation. There is no fee to participate in this activity. Disclosure of Unlabeled Use: This CME/CNE activity may contain discussion of published and/or investigational uses of agents that are not approved by the FDA. CMSC, NPA, and Delaware Media Group do not recommend the use of any agent outside of the labeled indications. The opinions expressed in the educational activity are those of the faculty and do not necessarily represent the views of CMSC, NPA, or Delaware Media Group. Disclaimer: Participants have an implied responsibility to use the newly acquired information to enhance patient outcomes and their own professional development. The information presented in this activity is not meant to serve as a guideline for patient management. Any medications, diagnostic procedures, or treatments discussed in this publication should not be used by clinicians or other health-care professionals without first evaluating their patients' conditions, considering possible contraindications or risks, reviewing any applicable manufacturer's product information, and comparing any therapeutic approach with the recommendations of other authorities.


2019 ◽  
Vol 1 (2) ◽  
pp. 58-62
Author(s):  
Tedty Rohaya Tinambunan ◽  
Anita Theresia Lumban Gaol

“Sustainable nursing education is professional development that includes a variety of activities carried out by someone in his capacity as a nurse practitioner, in order to maintain and enhance their professionalism as nurses according to established competency standards. The purpose of this study is to find out the relationship between continuing education and nurse competency at inHealth Institute of Deli Husada DelituaThis type of research is an analytical survey with a cross sectional approach. The technique used in sampling is total sampling, namely the total sampling technique with a sample size of 48. The result of this study indicate that there is a continuing educational relationship with nurse.The conclusion of this study is the relationship between continuing education and the competence of nurses at inHealth Institute of Deli Husada Delitua. Advice that can be given is that the institution continues to provide and include nurses in continuing education to assist nurses in developing their competence”.


2021 ◽  
Vol 30 (2) ◽  
pp. S34-S42
Author(s):  
Marcel Kaganovskaya ◽  
Lorelle Wuerz

HIGHLIGHTS Ultrasonography is an important tool for vascular access practice. Ultrasound should be used for vascular access assessment and insertion. Ultrasonography should be incorporated into formal nursing education curriculum and simulation training. Background: This study analyzed nurse practitioner students' knowledge of ultrasound-guided vascular access after the implementation of an educational and simulation course. Methods: Nurses' knowledge of ultrasound-guided peripheral intravenous catheter placement was analyzed using a ten-item questionnaire both before and after course. A sample of bachelor's degree-prepared nurses voluntarily participated in this study. Ultrasonography simulation was carried out with two handheld ultrasound devices and two ultrasound blocks. Results: The findings demonstrated that there is a statistically significant increased comprehension of ultrasoundguided vascular access after simulation courses. Conclusion: This study illuminates the need for formal education both in academic curriculum and through simulation to improve ultrasound-guided vascular access knowledge for patient care.


2017 ◽  
Vol 33 (4) ◽  
pp. 271-275 ◽  
Author(s):  
Casey Fryer Sweeney ◽  
Anna LeMahieu ◽  
George E. Fryer

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