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A key component of the DNP project rigor is the collection and analysis of data or measurement. A Steering Committee at the University of Maryland formed to improve the quality of DNP projects established a workgroup to evaluate the current measurement content in four DNP core courses with the goal of establishing DNP project measurement criteria across the curriculum. The steps included Step 1 Identify QI Measurement Methods and Tools. Identify the essential QI measurement methods and tools recommended by national organizations. Step 2 Create a DNP Measurement Grid. Define main data methods topics with subtopics. Step 3 Map the DNP core courses. Using the DNP Measurement Grid criteria determine the measurement content included in each course and student mastery level. The level of mastery was ranked from introduced (awareness), to reinforced (knowledge), to demonstrated (application). Step 4 Evaluate and Refine the DNP Measurement Grid Criteria. Adjustments were made in the DNP curriculum to include topics and subtopics at the desired mastery level. The rigor of data measurement and analysis will be evaluated in future DNP projects. The workgroup's four-step process provides a path that facilitated improving curriculum measurement content. This process may provide guidance for others undertaking similar work.
Dedicated Education Units are innovative teaching models that involve collaboration between nurse educators and clinical institutions to provide effective clinical learning. An essential requisite for Dedication Education Units is an effective academic-practice partnership. Following the initiation of a Dedicated Education Unit, partnerships can fade and lines of communication can deteriorate, resulting in dissatisfaction or termination of the partnership.
The ongoing sustainability of a Dedicated Education Unit was questioned due to personnel turnover, communication challenges, and infrequent provision of training for nurses.
A redesign project was implemented with the goal to improve academic-practice collaboration, confirm mutual benefit, and envision long-term sustainability. Focus groups were conducted with key stakeholders to identify and evaluate program revisions following three semesters of student rotations on the redesigned Dedicated Education Unit.
The redesigned Dedicated Education Unit elements received overwhelmingly positive feedback from nurses, students, and faculty. Participants reported increased collaboration between the academic and practice partners, improved communication between faculty and nurses, increased student satisfaction, and improved role preparation for nurses.
This project demonstrated that Dedicated Education Units can provide mutual benefits to academic and practice partners; however, ongoing collaboration from all members of the partnership is essential for ongoing sustainability.
This project demonstrated that Dedicated Education Units can provide mutual benefits to academic and practice partners; however, ongoing collaboration from all members of the partnership is essential for ongoing sustainability.
Substance Use Disorders (SUD) have detrimental effects on US population's health, healthcare system, and economy. Nursing knowledge gaps in SUD justifies need for nursing education in screening for SUD.
Purposes include examining differences in METHOD This single-group, pretest-posttest study of 488 BSN students who completed education for integrating SBIRT into home assessments. Instruments included a demographics' survey, SBIRT Knowledge instrument, and Substance Abuse and Attitude Survey (SAAS). Descriptive statistics using analysis of variance (ANOVA) models and paired-sample t-tests were employed to analyze data.
Successful identification of knowledge and attitudes significantly improved after BSN education and revealed specific areas for future research. No significant differences in knowledge, and attitudes and beliefs based on gender, race, and ethnicity were found.
Understanding educational interventions' influence on knowledge and attitudes and beliefs of BSN students toward clients may have a significant effect on quality of care. Stem Cells activator Positive findings support students SBIRT education. Integrating SBIRT education and practice provides knowledge and attitudinal enhancements for SUD care and supports population and public health initiatives.
Understanding educational interventions' influence on knowledge and attitudes and beliefs of BSN students toward clients may have a significant effect on quality of care. Positive findings support students SBIRT education. Integrating SBIRT education and practice provides knowledge and attitudinal enhancements for SUD care and supports population and public health initiatives.
The predicted changes in demographics are forcing health care professionals to recognize they must become not only more culturally sensitive, but also culturally competent.
The purpose of this descriptive, correlational study was to describe the level of cultural competence of faculty teaching BSN pre-licensure programs, and faculty personal (age, gender, race/ethnicity, ability to speak another language) and professional characteristics (years in nursing education, highest degree earned, certification, continuing education in cultural competency, and nursing specialty areas) predictive of cultural competency, and the relationship between cultural competency and transcultural teaching behaviors.
Campinha-Bacote's (1999) model of cultural competence theoretical framework guided the study. The Cultural Diversity Questionnaire for Nurse Educator-Revised Scale measured a sample of 152 (n=152) faculty cultural competence and transcultural teaching behaviors.
CSU System faculty were moderately culturally co knowledge, skills, desire are predictive of transcultural teaching behaviors.
The personal characteristic ability to speak another language was predictive of cultural competence. Professional characteristics nursing specialty area of mental health, and continuing education in cultural competency were predictive of cultural competence. The four aspects of cultural competence awareness, knowledge, skills, desire are predictive of transcultural teaching behaviors.
