Safe Opiod Prescribing Guidelines for APRN Students

2017 ◽  
Author(s):  
Ashley Chartier
Keyword(s):  
Nursing Students ◽  
Rhode Island ◽  
Advanced Practice ◽  
Adult Health ◽  
Spring Semester ◽  
Survey Tool ◽  
Opioid Prescribing ◽  
Knowledge And Attitudes ◽  
Safe Opioid Prescribing ◽  
Graduate Nursing

<p>Advanced Practice Nurses (APRN) are the forefront of healthcare that provide care to individuals, families, groups and communities. With the opioid epidemic on the rise in Rhode Island and nationally, it is imperative to teach APRN students safe prescribing of opioids. The purpose of this study was to increase advanced practice nursing students’ awareness and knowledge of safe opioid prescribing guidelines. The design of this study was a quantitative pre- and post-survey, to measure APRN students’ knowledge and attitude regarding pain. The study took place at Rhode Island College (RIC) Graduate Nursing Program located in Providence, Rhode Island. The inclusion criteria aligned second semester senior graduate nursing students in Nursing 620- Adult Health/Illness III, Spring Semester of 2017 who were present for class on the day of the pre- and post-survey. The students received lecture content of Safe Opioid Prescribing within the curriculum of Nursing 620. Knowledge and Attitudes Survey Regarding Pain (Ferrell & McCaffery, 2014) was distributed as the pre- and post-survey tool. Twelve pre- and post-surveys were utilized for data collection (n=12). The results demonstrated APRN students have a lack of knowledge and attitudes in pain management, however, participants were able to increase their score following the educational opportunity. Currently, the American Association of Colleges of Nursing [AACN] (2016) reports 204 nursing schools have pledged to incorporate these guidelines into their curriculum. Instituting the CDC Guidelines for Prescribing Opioids for Chronic Pain in RIC graduate nursing school curriculum will increase APRN’s knowledge and attitudes on safe prescribing. To date, there is diminutive research available on the knowledge and attitudes of APRN students on safe opioid prescribing. Further research is indicated.</p>

Improving Holistic Care Skills for Advanced Practice Registered Nurses: Integration of a Complementary and Alternative Medicine Course into a Doctor of Nursing Practice Curriculum

2021 ◽  
pp. JDNP-D-20-00077
Author(s):  
Jill Schramm ◽  
Tiffany Uranga ◽  
Amber Birkle ◽  
Regina Thorp ◽  
Laura Taylor
Keyword(s):  
Nursing Students ◽  
Alternative Medicine ◽  
Healthcare Delivery ◽  
Healthcare Providers ◽  
Care Plan ◽  
Complementary Alternative Medicine ◽  
Comprehensive Treatment ◽  
Advanced Practice ◽  
Case Presentation ◽  
Graduate Nursing

BackgroundComplementary alternative medicine (CAM) is an expanding domain of healing practices harmonized with Western medicine to provide comprehensive treatment of individuals as holistic beings. Patients and healthcare providers worldwide are increasingly inviting and employing CAM practices into healthcare delivery routines. Implementation of courses to introduce CAM into Advanced Practice Registered Nurse (APRN) programs exposes future practitioners to current best practices for integrative treatment strategies and encourages consideration when developing a holistic patient-centered care plan.Objective/MethodsA case presentation of an interprofessional CAM course delivered to military graduate nursing students with a pretest posttest course survey to evaluate student’s confidence and knowledge of CAM theory and practices. The format included online modules, evidence-based literature critique, knowledge checks, and an immersive hands-on immersion experience.ResultsA total of 240 pre-/postcourse surveys were completed by military graduate nursing students (N = 140) participating in a CAM course. Statistically significant increases in CAM knowledge, communication, and skills confidence levels were found. Following participation in the course, nearly all students (97%) agreed CAM is important and benefits future advanced practice.Conclusion/Nursing ImplicationsCAM is a compendium of holistic healing modalities increasingly being utilized by patients worldwide with similar requests for alternative care techniques from healthcare providers. Military APRN students participating in a CAM course increased knowledge and confidence, and garnered appreciation for an expanded skill set to augment future practice. Case presentation is compelling for standard inclusion of CAM and similar graduate interprofessional courses into all APRN programs.

Quilting emergent advanced practice nursing educator identity: an arts-informed approach

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Emma MacGregor ◽  
Nicole Serre ◽  
Teresa Cozzella ◽  
Barbara McGovern ◽  
Lori Schindel Martin
Keyword(s):  
Nursing Students ◽  
Graduate Program ◽  
Lessons Learned ◽  
Advanced Practice Nursing ◽  
Advanced Practice ◽  
Nursing Graduate ◽  
Visual Depiction ◽  
Nursing Educator ◽  
Patterns Of Knowing ◽  
Graduate Nursing

Abstract Objectives Arts-informed pedagogy in the graduate nursing classroom is used to support the integration of theory with advanced practice nursing (APN) competencies (Canadian Nurses Association, 2008, 2019). Methods Using the patterns of knowing (Carper, 1978; Chinn & Kramer, 2018), Iwasiw & Goldenberg’s curriculum development model (2015) and practice development (McCormack, Manley, & Titchen, 2013), two course professors facilitated the delivery of an innovative arts-informed approach in a nursing graduate program, the Quilt. Results The Quilt was meant to invite graduate students to critically reflect and create a visual depiction of their emergent identities as advanced practice nurse educators (APNEs). As three graduate student authors, we reflect on our experiences engaging with arts-informed pedagogy to explore the features of the collective APNE identity. The design and delivery of the Quilt is described. Conclusions Finally, we discuss the lessons learned, and the value of arts-informed pedagogy to support the meaningful integration of theory amongst graduate nursing students becoming APNEs.

Cardiovascular disease prevention: knowledge and attitudes of graduate nursing students

1992 ◽  
Vol 17 (10) ◽  
pp. 1220-1225 ◽  
Author(s):  
Marguerite M Engler ◽  
Mary B Engler ◽  
Dennis M Davidson ◽  
Robert E Slaughter
Keyword(s):  
Cardiovascular Disease ◽  
Nursing Students ◽  
Disease Prevention ◽  
Cardiovascular Disease Prevention ◽  
Knowledge And Attitudes ◽  
Graduate Nursing

scholarly journals Assessing Knowledge and Attitudes Toward Spirituality and Spiritual Care in APRN Students

2016 ◽  
Author(s):  
Beth Perry
Keyword(s):  
Registered Nurses ◽  
Rhode Island ◽  
Spiritual Care ◽  
Rating Scale ◽  
Spiritual Needs ◽  
Advanced Practice ◽  
Care Needs ◽  
Knowledge And Attitudes ◽  
Attitudes And Knowledge ◽  
And Training

<p>Research has revealed patients’ spiritual care needs are rarely addressed by both Registered Nurses and Advanced Practice Registered Nurses. The purpose of this project was to assess the attitudes and knowledge of APRN students toward spirituality and the provision of spiritual care. Graduate students (N=51) at a suburban institution in Rhode Island were surveyed using the Spirituality and Spiritual Care Rating Scale (SSCRS). The results revealed that although these participants had encountered patients with spiritual needs, 40 of the 51 surveyed (78%) believed they had received inadequate training in the spiritual dimension of nursing care. Recommendations were made to improve the integration of content and training regarding spirituality and spiritual care into APRN programs.</p>

Assessing baccalaureate nursing students’ knowledge and attitudes of social determinants of health after a health equity simulation

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Quyen Phan ◽  
Naomi Johnson ◽  
JoAnna Hillman ◽  
Daniel Geller ◽  
Laura P. Kimble ◽  
...  
Keyword(s):  
Nursing Students ◽  
Social Determinants Of Health ◽  
Health Equity ◽  
Social Determinants ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Determinants Of Health ◽  
Marginalized Populations ◽  
Knowledge And Attitudes ◽  
The Impact

AbstractObjectiveFor nursing students, competency in population health management involves acquiring knowledge and forming attitudes about the impact of the social determinants of health (SDoH) on health equity. The purpose of this pilot study was to assess nursing students’ knowledge and attitudes about the SDoH and health equity following a focused simulation activity.MethodBaccalaureate nursing students (N=182) participated in a ninety-minute health equity simulation and a post-simulation debrief. Forty-four students (23%) completed a 19-item post-simulation survey.ResultsSixty-four percent of participants reported positive attitude change in working with marginalized populations caused by the SDoH, and 89% reported being knowledgeable about the role of the registered nurse in addressing health equity. Seventy-five percent reported enhanced knowledge of the SDoH through the health equity simulation.ConclusionUsing health equity simulation may be effective in enhancing students’ knowledge, as well as their attitudes in caring for the health of marginalized populations by addressing the SDoH.

Knowledge and Attitudes About Type 2 Diabetes Among Female Nursing Students in Saudi Arabia

2021 ◽  
Author(s):  
Hafsa A. Abdirahman ◽  
Tasneem Hassan ◽  
Nada A. AbuAlUla ◽  
Kathryn H. Jacobsen
Keyword(s):  
Type 2 Diabetes ◽  
Saudi Arabia ◽  
Nursing Students ◽  
Knowledge And Attitudes
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