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Central line-associated bloodstream infections (CLABSIs) can result in increased morbidity and mortality and billions of dollars of costs per year to institutions and patients. Fluctuating availability of manufacturers' supplies of intravenous (IV) solutions have created issues for health systems in which policy and procedures have been examined regarding extended hang time for IV solutions. This article examined the relationship between extended hang times of nonadditive IV solutions and incidence of CLABSIs in intensive and general practice inpatient units in a quaternary care setting. The incidence of CLABSIs with extended hang times of up to 96 hours, of nonadditive IV solutions, has demonstrated that significant changes in CLABSIs were not evident.Short peripheral catheters (SPCs) are commonly used in hospitals, guided by evidence-based standards to optimize dwell time and limit adverse outcomes. Although SPC insertions are common, real-world evaluation is rare. A theory-based framework and mixed-methods design were used to analyze findings from a unit-level survey and electronic data to evaluate SPC care delivered on units at a large quaternary medical center over a 6-month period (quarters 1 and 2, 2017). Dissemination without adoption and maintenance may limit effectiveness. The convergent results confirmed the feasibility of extracting electronic data to be used by leaders to clinically evaluate staff knowledge and use behaviors to take action to improve outcomes.Chemotherapy agents used for cancer treatment are considered hazardous drugs (HDs). Guidelines and standards for handling HDs have been in place for several decades to protect oncology nurses working in hospitals and outpatient infusion areas. However, chemotherapy is frequently being administered in home settings, often by infusion nurses who do not necessarily have the requisite knowledge and training. Providing appropriate education for home infusion nurses is key to ensuring they are practicing in a manner that minimizes potential exposure to HDs.

This study evaluated the effects of a program designed to help students provide culturally competent care for lesbian, gay, bisexual, transgender, questioning/queer, intersex, plus (LGBTQI+) patients.

The LGBTQI+ community faces disparities linked to stigma and discrimination. The Advocacy™ Program was developed to supplement the curriculum in schools of nursing.

Nursing students from six schools of nursing (n = 1,398) received advocacy training. Students were administered the Genderism and Transphobia Scale, the Homonegativity Scale, and additional knowledge questions before and after training.

The findings were positive, indicating an increase in student attitude scores, vocabulary and disparity knowledge, and knowledge regarding care for an LGBTQI+ client (p < .05).

By building a culture of inclusion through recognition of diverse patients in the curriculum, nursing schools can develop a culture of connection that strengthens patient-provider relationships and improves mental and physical health.

By building a culture of inclusion through recognition of diverse patients in the curriculum, nursing schools can develop a culture of connection that strengthens patient-provider relationships and improves mental and physical health.

Many nurse faculty find scholarship goals difficult to achieve while also maintaining education, practice, and service duties. Selleck RCM-1 This article describes a partnership between education-intensive and research-intensive faculty members that increased scholarly output. Challenges included conflicting schedules and responsibilities and an increasing desire to accomplish more than was possible in the allotted time. Differences in educational preparation and experiences were found to be a facilitator that enabled the team to be more productive. An equally felt commitment to the process and dedicated meetings also helped this team to be successful.

Many nurse faculty find scholarship goals difficult to achieve while also maintaining education, practice, and service duties. This article describes a partnership between education-intensive and research-intensive faculty members that increased scholarly output. Challenges included conflicting schedules and responsibilities and an increasing desire to accomplish more than was possible in the allotted time. Differences in educational preparation and experiences were found to be a facilitator that enabled the team to be more productive. An equally felt commitment to the process and dedicated meetings also helped this team to be successful.

In response to the Institute of Medicine Future of Nursing report goal to increase the proportion of baccalaureate degree nurses to 80 percent, a plan known as the "Partnership Model" was implemented to allow students accepted into community college programs to enroll concurrently in university courses. The plan enabled students to complete a cost-effective baccalaureate degree and associate degree in nursing simultaneously. All 66 students participating in spring 2019 were encouraged to complete a survey to evaluate support and stressors associated with the program. Results from 54 respondents were used to improve the Partnership Model experience.

In response to the Institute of Medicine Future of Nursing report goal to increase the proportion of baccalaureate degree nurses to 80 percent, a plan known as the "Partnership Model" was implemented to allow students accepted into community college programs to enroll concurrently in university courses. The plan enabled students to complete a cost-effective baccalaureate degree and associate degree in nursing simultaneously. All 66 students participating in spring 2019 were encouraged to complete a survey to evaluate support and stressors associated with the program. Results from 54 respondents were used to improve the Partnership Model experience.

The aim of the study was to propose a framework, social determinants of learning™ (SDOL™), an actionable model to address learning disparities and expand learning opportunities to support nursing student diversity, equity, and inclusion.

There is significant growth in the racial and ethnic diversity across students at all levels of higher education, mirroring the growing diversity of the US population. Yet, lower rates of persistence and higher attrition rates among these student groups continue.

The authors established six socially imposed forces, causative domains, as foundational to the SDOL framework. Key attributes of each domain were identified through a literature search. A case study illustrates an initial study of interventions targeting specific domains of the framework aimed toward student success.

Equitable education for all has far-reaching implications across nursing education and higher education in general. Further development and testing of the SDOL framework will support the goal of equitable education for all.