scholarly journals I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student

2021 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Erin Ziegler ◽  
Sarah Kalvoda ◽  
Elyse Ancrum-Lee ◽  
Erin Charnish
Keyword(s):  
Nurse Practitioner ◽  
Registered Nurse ◽  
Student Experience ◽  
Ways Of Knowing ◽  
Advanced Practice Nursing ◽  
Future Research ◽  
Competency Development ◽  
Mixed Emotions ◽  
Nursing Role ◽  
Expert Theory

Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students.  Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning.  This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student.  Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience.  From this exercise common themes were identified.  Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.   

scholarly journals Using the PEPPA Framework to Develop and Implement a Nurse Practitioner Role Within Canada’s National Ballet School

2021 ◽  
Vol 1 (1) ◽  
pp. 10-22
Author(s):  
Erin Ziegler ◽  
Sophia Kim ◽  
Rachel J. Bar
Keyword(s):  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Advanced Practice Nursing ◽  
Health And Wellness ◽  
Physical And Mental Health ◽  
Wellness Program ◽  
Nursing Role ◽  
Dance Training ◽  
Timely Access ◽  
Practitioner Role

Aim: To outline the successful development and implementation of a nurse practitioner role within a professional ballet school. Background: Nurse practitioners are well integrated into primary and acute care in Ontario, yet the role within schools and private athletic institutions is not well documented. Canada’s National Ballet School is a professional ballet school with a combination of day students and those living in residences. Students complete both dance training and academics at the School. The physical and mental health of students was identified as a key priority by the school, leading to the development of an integrated health and wellness program. To facilitate more timely access to healthcare and provide an opportunity for collaboration and consultation within the school, a plan to implement a nurse practitioner role into the school was developed. Methods: In order to develop and implement the role of the nurse practitioner within the institution, the participatory, evidence-based, patient-focused process for advanced practice nursing role development, implementation, and evaluation (PEPPA) framework was used. The first seven steps of the PEPPA framework were applied in this project. Findings: The PEPPA framework allowed for us to identify key barriers and facilitators for the role implementation and successfully implement the nurse practitioner role. While the initial plan was for a slower implementation, the COVID-19 pandemic highlighted the need for a nurse practitioner in the institution more urgently. Conclusion: The PEPPA framework provided us with an organized process for developing and implementing the nurse practitioner role at Canada’s National Ballet School.

Ways that nurse practitioner students self-explain during diagnostic reasoning

Diagnosis ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Leah Burt ◽  
Susan Corbridge ◽  
Colleen Corte ◽  
Laurie Quinn ◽  
Lorna Finnegan ◽  
...  
Keyword(s):  
Problem Solving ◽  
Health Care Providers ◽  
Nurse Practitioner ◽  
Descriptive Analysis ◽  
Diagnostic Errors ◽  
Diagnostic Reasoning ◽  
Knowledge Structures ◽  
Future Research ◽  
Biological Knowledge ◽  
Care Providers

Abstract Objectives An important step in mitigating the burden of diagnostic errors is strengthening diagnostic reasoning among health care providers. A promising way forward is through self-explanation, the purposeful technique of generating self-directed explanations to process novel information while problem-solving. Self-explanation actively improves knowledge structures within learners’ memories, facilitating problem-solving accuracy and acquisition of knowledge. When students self-explain, they make sense of information in a variety of unique ways, ranging from simple restatements to multidimensional thoughts. Successful problem-solvers frequently use specific, high-quality self-explanation types. The unique types of self-explanation present among nurse practitioner (NP) student diagnosticians have yet to be explored. This study explores the question: How do NP students self-explain during diagnostic reasoning? Methods Thirty-seven Family NP students enrolled in the Doctor of Nursing Practice program at a large, Midwestern U.S. university diagnosed three written case studies while self-explaining. Dual methodology content analyses facilitated both deductive and qualitative descriptive analysis. Results Categories emerged describing the unique ways that NP student diagnosticians self-explain. Nine categories of inference self-explanations included clinical and biological foci. Eight categories of non-inference self-explanations monitored students’ understanding of clinical data and reflect shallow information processing. Conclusions Findings extend the understanding of self-explanation use during diagnostic reasoning by affording a glimpse into fine-grained knowledge structures of NP students. NP students apply both clinical and biological knowledge, actively improving immature knowledge structures. Future research should examine relationships between categories of self-explanation and markers of diagnostic success, a step in developing prompted self-explanation learning interventions.

The role of the registered nurse first assistant within the perioperative setting

2021 ◽  
Vol 30 (3) ◽  
pp. 148-153
Author(s):  
Roland Pika ◽  
Brid O'Brien ◽  
Jill Murphy ◽  
Kathleen Markey ◽  
Claire O'Donnell
Keyword(s):  
Registered Nurse ◽  
Healthcare Sector ◽  
Review Of The Literature ◽  
Surgical Interventions ◽  
Medical Practitioners ◽  
Nursing Role ◽  
Perioperative Nursing ◽  
Recent Emergence ◽  
Provision Of Care

Perioperative setting registered nurse first assistants (RNFAs) are described as non-medical practitioners who perform surgical interventions during surgery. They provide medical care to perioperative patients under the supervision of a consultant surgeon. First assistants in surgery can be an expanded perioperative nursing role. A review of the literature illuminates the need for continuous learning in developing skills in becoming competent RNFA practitioners and how they utilise acquired skills to assist, mentor and teach their colleagues within the perioperative setting. The RNFA is an advanced and expanded practice role. RNFAs contribute significantly to the provision of care within all phases of perioperative care (preoperative, intraoperative, postoperative). There is little literature on the role of the RNFA due to its relatively recent emergence in the healthcare sector and the small number of countries where it is implemented.

Telehealth in Psychiatric Nursing Education: Lessons From the Field

2018 ◽  
Vol 25 (4) ◽  
pp. 266-271 ◽  
Author(s):  
R. Lee Tyson ◽  
Susan Brammer ◽  
Diana McIntosh
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Nurse Practitioners ◽  
Nurse Practitioner ◽  
Clinical Education ◽  
Best Practice ◽  
Future Research ◽  
Clinical Placements ◽  
College Of Nursing ◽  
Clinical Internship

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.

A Collaborative Inquiry

2014 ◽  
pp. 737-757
Author(s):  
Diversity Divas
Keyword(s):  
Transformational Learning ◽  
Collaborative Inquiry ◽  
Doctoral Program ◽  
Ways Of Knowing ◽  
Future Research ◽  
Sufficient Information ◽  
Holistic Learning ◽  
Developmental Capacity ◽  
Learning And Change ◽  
The Relationship

This chapter describes a Collaborative Inquiry (CI) process as experienced by six diverse female participants in a doctoral program. The focus of the inquiry was to deepen individual and group cross-cultural understanding, and to show how holistic learning can be promoted through integrating multiple ways of knowing and spirituality within a multicultural context. The purpose of this chapter is to provide the readers with sufficient information to apply CI in their practice and build on the research presented here. To meet this goal, the authors describe how CI has the potential to foster transformational learning and discuss the relationship between transformational learning, informational learning, global competencies, developmental capacity, and the paradoxical nature of diversity work. Lastly, the chapter ends with recommendations for creating a CI process that supports deep learning and change, and potential topics for future research.

A Collaborative Inquiry

2012 ◽  
pp. 88-108
Author(s):  
Diversity Divas
Keyword(s):  
Transformational Learning ◽  
Collaborative Inquiry ◽  
Doctoral Program ◽  
Ways Of Knowing ◽  
Future Research ◽  
Sufficient Information ◽  
Holistic Learning ◽  
Developmental Capacity ◽  
Learning And Change ◽  
The Relationship

This chapter describes a Collaborative Inquiry (CI) process as experienced by six diverse female participants in a doctoral program. The focus of the inquiry was to deepen individual and group cross-cultural understanding, and to show how holistic learning can be promoted through integrating multiple ways of knowing and spirituality within a multicultural context. The purpose of this chapter is to provide the readers with sufficient information to apply CI in their practice and build on the research presented here. To meet this goal, the authors describe how CI has the potential to foster transformational learning and discuss the relationship between transformational learning, informational learning, global competencies, developmental capacity, and the paradoxical nature of diversity work. Lastly, the chapter ends with recommendations for creating a CI process that supports deep learning and change, and potential topics for future research.

Strategic Leadership Competency Development

2017 ◽  
pp. 1495-1520
Author(s):  
Paul G. Putman
Keyword(s):  
Leadership Competencies ◽  
Learning Theories ◽  
Future Research ◽  
Leadership Roles ◽  
Competency Development ◽  
Leadership Competency ◽  
Innovative Leadership ◽  
Broad Concept ◽  
Competency Models ◽  
Development Approach

Breaking down the broad concept of leadership into competencies can facilitate leaders becoming self-aware of education or development needs to increase their performance. Leadership competencies can be viewed in terms of workplace success as skills that can be developed (Lombardo & Eichinger, 2002; Northouse, 2015). Competencies help organizations set clear expectations about the types of behaviors, capabilities, mind-sets, and values that are important to those in leadership roles” (Conger and Ready, 2004, p. 43). This chapter provides an overview and introduction to competency models. It includes a description of adult learning theories applicable for competency development and effective andragogy (adult education). Included are criticisms regarding leadership competency models. The chapter also includes an example of an innovative leadership competency development approach. The chapter will close with a discussion and recommendations for future research.

scholarly journals A review of literature on substance abuse among anaesthesia providers

2019 ◽  
Vol 24 (8) ◽  
pp. 587-600
Author(s):  
Stephanie DeFord ◽  
Julie Bonom ◽  
Terri Durbin
Keyword(s):  
Substance Abuse ◽  
Literature Review ◽  
Registered Nurse ◽  
High Stress ◽  
Future Research ◽  
Educational Setting ◽  
Preventive Strategies ◽  
Nurse Anaesthetist ◽  
Anaesthetic Agents ◽  
American Society

Background Research has demonstrated that anaesthesia providers are susceptible to substance abuse. Several preventive measures are being implemented in certified registered nurse anaesthetist programmes to educate future providers about substance abuse. Given the continued prevalence and impact of the problem, more research is needed about the prevalence of substance abuse among student registered nurse anaesthetists and the implementation of preventive strategies in the educational setting. Aims The purpose of this narrative literature review was to examine the state of the science related to substance abuse among US certified anaesthesia providers. This literature review covered abuse of alcohol, tobacco, recreational drugs, opioids and anaesthetic agents. Methods This narrative review was conducted using the following search terms: anaesthesia, student, wellness, stress, substance abuse, satisfaction, personality, depression, nurse, nurse anaesthetist, propofol, isoflurane and fentanyl. References were identified using PubMed, CINAHL, Google Scholar, and the American Society of Anesthesiologists and American Association of Nurse Anesthetists websites. A total of 36 articles were identified as relevant to this literature review based on content and country of publication. This literature review was limited to articles published in the past 15 years. With one exception, our search was limited to manuscripts from the US. Results The literature underscored that various risk factors contribute to substance abuse. Board-certified anaesthesia providers fall prey to substance abuse due to ease of access, the high stress associated with administering anaesthesia, and the propensity to become addicted to opioids and other anaesthetics. A gap in the science exists about the prevalence of substance abuse among student registered nurse anaesthetists and the effectiveness of preventive strategies in the educational setting. Conclusions Anaesthesia providers are at high risk of abusing substances. To create a safer environment, future research should explore the prevalence of substance abuse among student registered nurse anaesthetists and emphasise the integration of effective preventive strategies in the educational setting.

scholarly journals Conceptual Integration in Online Interdisciplinary Study: Current Perspective, Theories, and Implications for Future Research

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
James L. Morrison
Keyword(s):  
Ways Of Knowing ◽  
Interdisciplinary Studies ◽  
Future Research ◽  
Liberal Studies ◽  
Conceptual Integration ◽  
Current Perspective ◽  
Challenges And Opportunities ◽  
Online Format ◽  
The University ◽  
Interdisciplinary Study

<P class=abstract>The University of Oklahoma's College of Liberal Studies was established as an academic unit in 1960, and provides interdisciplinary education to non-traditional students with programs for Bachelor&rsquo;s and Master&rsquo;s degrees in Liberal Studies. In the Fall of 2003, the College offered both degrees in a fully online format, with no student residency requirements. Learners engaged in interdisciplinary studies online are faced with the difficult task of integrating chaotic pieces of information, various ways of knowing, and dissimilar concepts from various disciplines into a coherent and integrated body of knowledge. The purpose of this paper is to discuss the phenomenon of conceptual integration, and the unique challenges and opportunities of providing interdisciplinary study online in the context of conceptual integration. </P>

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