Using the Six Cs as a Caring Tool to Evaluate the Simulation Experience

2013 ◽  
Vol 17 (2) ◽  
pp. 9-15 ◽  
Author(s):  
Jill E. Winland-Brown, ◽  
Susan Garnett, ◽  
Josie Weiss, ◽  
David Newman,
Keyword(s):  
Nurse Practitioner ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Internal Consistency Reliability ◽  
Advanced Practice Nursing ◽  
Advanced Practice ◽  
Clinical Experiences ◽  
Caring Behaviors ◽  
Family Nurse Practitioner ◽  
The One

Incorporating caring behaviors into clinical experiences is essential and measuring this can be challenging. Simulated clinical experiences (SCEs) provide an ideal opportunity. The purpose of this research was to develop and pilot test a Caring tool© to assess roach’s six caring behaviors during simulation experiences with advanced practice nursing (APN) students in a family nurse practitioner program. This tool was pilot tested using repeated measures during four SCEs involving 26 to 57 students each time. The internal consistency reliability of this instrument over time was .91. Better evaluation of SCEs using instruments, such as the one described in this study, can promote caring behaviors, as well as strong clinical skills.

scholarly journals Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study

BMJ Open ◽  
2020 ◽  
Vol 10 (6) ◽  
pp. e035580
Author(s):  
Christmal Dela Christmals ◽  
Susan J Armstrong
Keyword(s):  
Child Health ◽  
Nurse Practitioner ◽  
Advanced Practice Nursing ◽  
Sub Saharan Africa ◽  
Advanced Practice ◽  
Child Health Nurse ◽  
Healthcare Needs ◽  
Curriculum Framework ◽  
Health Nurse ◽  
Sub Saharan

ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.

Graduate Students' Perspectives on Integrating Clinical Experiences and Coursework on Autism Spectrum Disorder: A Pilot Study

2019 ◽  
Vol 4 (5) ◽  
pp. 977-988
Author(s):  
Joann P. Benigno ◽  
John McCarthy ◽  
Pam Britton Reese ◽  
Bridget M. Wright ◽  
Carley Tewanger
Keyword(s):  
Autism Spectrum Disorder ◽  
Graduate Students ◽  
Goal Attainment ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Clinical Experiences ◽  
Primary Service ◽  
The One

Purpose The aim of this study was to examine the goals, outcomes, and skills attained by graduate students participating in a clinical experience paired with a course on autism spectrum disorder (ASD). Method Twenty-four graduate student clinicians (23 females, 1 male) participated in the experience. Students provided services within social communication groups for children with ASD. Students were assigned 1 of 4 primary service-roles: communication partner, parent educator, lesson planner, and support staff. All student clinicians completed pre- and posttest assessments regarding their goals and desired outcomes. Students also rated the value and importance of clinical skills and integrating classroom content with clinical experiences. Results Students' ratings of the value and confidence of the clinical skills queried did not change from pre- to posttest. However, significant differences emerged between students' value and confidence ratings within the pre- and posttest time points. Students achieved the majority of the goals and desired outcomes for learning more about ASD and gaining clinical and treatment skills by the end of the experience. All students rated the importance of integrating clinical and classroom experience highly at both pre- and posttest. Conclusion Clinical experiences that infuse and reinforce classroom material support students' goal attainment and clinical skill development. Further research exploring graduate students' perspectives on training programs such as the one described in this study is warranted.

scholarly journals Generalizability of a Progress Clinical Skills Examination and the Assessment of the Growth in Clinical Skills in a Medical School Curriculum with Early Clinical Experiences

2019 ◽  
Author(s):  
Heather S Laird-Fick ◽  
Chi Chang ◽  
Ling Wang ◽  
Carol Parker ◽  
Robert Malinowski ◽  
...  
Keyword(s):  
Medical School ◽  
Repeated Measures ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Skills Training ◽  
Longitudinal Growth ◽  
First Year ◽  
Clinical Experiences ◽  
First Year Students ◽  
Second Year

Abstract Background This study evaluates the generalizability of an eight-station progress clinical skills examination and assesses the growth in performance for six clinical skills domains among first- and second-year medial students over four time points during the academic year. Methods We conducted a generalizability study for longitudinal and cross-sectional comparisons and assessed growth in six clinical skill domains via repeated measures ANOVA over the first and second year of medical school. Results The generalizability of the examination domain scores was low but consistent with previous studies of data gathering and communication skills. Variations in case difficulty across administrations of the examination made it difficult to assess longitudinal growth. It was possible to compare students at different training levels and the interaction of level of training and growth. Second-year students outperformed first-year students, but first-year students’ clinical skills performance grew faster than second-year students narrowing the gap in clinical skills over the students’ first year of medical school. Conclusions Case specificity limits the ability to assess longitudinal growth in clinical skills through progress testing. Providing students with early clinical skills training and authentic clinical experiences appears to result in the rapid growth of clinical skills during the first year of medical school.

Developing the advanced nurse practitioner role in a memory service

2019 ◽  
Vol 28 (19) ◽  
pp. 1251-1255 ◽  
Author(s):  
Richard Clibbens ◽  
Angela Depledge ◽  
Steve Hemingway
Keyword(s):  
Mental Health ◽  
Nurse Practitioner ◽  
Planning Process ◽  
Clinical Skills ◽  
Advanced Practice ◽  
Mental Health Nurses ◽  
Strategic Development ◽  
Memory Assessment ◽  
Role Profiles

This article describes how one NHS trust in northern England developed the advanced nurse practitioner (ANP) role within its memory services. It discusses how ANP roles were developed and implemented across four localities of a large NHS trust that provides a number of locally based memory services to improve the diagnostic pathway for people referred to the service and their carers. Advanced practice is considered more broadly followed by a review of the literature related to the role of the ANP and non-medical prescriber in mental health and, more specifically, memory assessment and diagnostic services. Challenges to gaining the requisite competency to work as an ANP are discussed. The need for a clear agreed strategy to ensure practitioner competence and effective governance for the introduction of these roles is described. It is argued that using this model allowed for mental health nurses within memory services to make a major contribution to the transformation of such services and receive recognition for the expansion of their role and appropriate remuneration linked to national NHS employment role profiles. The potential benefit of the ANP role more broadly in mental health services is discussed, together with factors that may have previously hindered their contribution to the transformation of services. The strategic development and planning process that led to implementing the ANP role within memory services is presented, together with a description of how the relevant higher level clinical skills required for the roles were achieved and formally accredited.

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