Calling all nurses! Springer Publishing Company has launched the 2019 Nursing Career Survey, and we want to hear from you!
This study is designed for professional nurses and nursing students in every stage of their careers. Springer Publishing Company is surveying nurses to find out more about your professional paths, academic achievements, and leadership goals.
We are interested in learning about what steps you take and what tools you use to further your career, whether you’re just starting out or you’re thinking about pursuing a specialty. Your feedback will help us determine how we can better serve you and your needs in your nursing careers.
As always, there’s a perk for participating and helping Springer Publishing Company report the most up-to-date nursing career data. Survey participants will be entered to win one of five $25 Amazon gift cards!
Click here now to participate in the survey. We look forward to hearing your responses!
Katherine Kuren Black, MSN, RN-BC, shares insights from her book
The New Jersey Action Coalition, in response to the Institute of Medicine’s recommendation to implement nurse residency programs across all practice settings, initiated a statewide program for new graduate RNs working in post-acute care (PAC) beginning in 2014. To date, more than 100 nurses and their experienced preceptors from more than 50 facilities in the state have completed this education program. The new book, Developing a Residency in Post-Acute Care, that I co-authored shares the experiences, program content and lessons learned from that innovative project.
How can this book help nurse leaders in post-acute settings to meet the challenges they presently face to provide safe, person-centered, evidence-based nursing care? It provides current, ready-to-use education for PAC nurses as well as other caregivers. Nurses in PAC strive to care for increasingly complex patients; adapt to new regulations and financial restrictions; and incorporate patient care technologies previously unknown outside of acute care. The rapid rate of change is unprecedented, requiring continual, stressful and swift improvements in knowledge and skill. Preventing rehospitalization alone requires a nursing staff with proficiency in assessment, early identification of deterioration, and appropriate intervention. Adding to this environment is high nurse turnover with vacancies expected to increase as experienced nurses retire. These events will create a practice gap that nurse leaders will have to fill, much of it with education to insure the competence and confidence of nursing staff.
Clinical safety and competence are always critically important; however, nurses must be knowledgeable and skilled in many areas in order to be effective. For example, teamwork and collaboration are essential to thriving in an interprofessional environment. Expertise in communication is required for all interactions with patients, families and colleagues; and as consumers develop greater expectations for care, communication becomes an indispensable skill. Regulatory expectations for nurses to participate in evaluating and implementing best practices as well as leading performance improvement projects requires education in these areas as well. These are among the topics detailed in Developing a Residency in Post-Acute Care.
The need to intensify nursing professional development in PAC is compounded by often limited resources. Nurse educators with a dedicated role are less common than in acute care, and responsibility for education often falls on someone with multiple jobs. Management, infection control and/or employee health are commonly combined functions, and these may take precedence over education. PAC care settings may not be able to afford subscriptions to print or online journals, and usually do not have access to medical libraries. Even with those resources, the time to research best practices or innovative solutions to problems probably does not exist in the extremely busy life of a PAC nurse leader. The Internet is a vast store of educational resources, but locating and evaluating options can be very time consuming. This book can dramatically reduce the amount of effort spent researching and preparing educational sessions by suggesting content, methods and literature/media sources.
With education come increased nurse confidence, greater accomplishment and the possibility of role expansion. With that, staff engagement and satisfaction increase, yielding the added benefits of improved retention, workplace stabilization, renewed professional energy and a more successful PAC setting.
This story was originally posted on MedPage Today.
The United States is facing a critical shortage in all health care professions. With the nation’s baby boomer population approaching retirement age, the issue is twofold: the aging population requires more care, and the nation’s physicians, nurses, and other health professionals are retiring.
Too Many Students, Not Enough Options
The solution to filling this gap is replacing the departing health care professionals with nursing graduates of all academic levels. However, many higher education institutions are turning away suitable candidates in droves. In 2016, nursing degree programs in the U.S. rejected 64,067 qualified applicants from baccalaureate and graduate nursing programs alike citing a lack of budget, faculty, clinical sites and preceptors, and classroom space.
Currently, there is a serious shortage of physicians, which continues to grow. By 2025, there will be a projected deficit of nearly 35,600 primary care doctors alone. Nursing schools are facing the struggle and strain to increase the capacity of existing nursing programs, and explore other avenues like online courses and accreditation.
Higher Education Means Higher Pay
Enrollment is increasing in nursing masters and doctoral programs across the country, and it’s no wonder that nurses are applying to graduate schools en masse. RNs realize there are significant perks to training and becoming an advanced practice registered nurse. Evidence shows that the quality of care by an advanced practice nurse is comparable to physicians, while often more affordable.
The full-time annual salary for a Nurse Practitioner (NP) averages $105,546. The high pay range of the NP may be partly to blame for the faculty shortage—higher compensation in the clinical setting is luring potential educators away from teaching.
Most vacant faculty positions require a terminal nursing degree. If more nurses pursue a doctoral degree, the faculty shortage will be alleviated. What will the outcomes of the nursing shortage be? Only time will tell.
Caitlin Goodwin MSN, RN, CNM is a Board Certified Nurse-Midwife and freelance writer. She has ten years of nursing experience and graduated with a MSN from Frontier Nursing University.
When the first nurse practitioner residency programs began, the term “residency” left many in the nursing community unsettled.
“One of the concerns of residency programs and that terminology is the suggestion that nurse practitioners are not prepared upon graduation, which is not accurate at all,” Kitty Werner, MPA, executive director for the National Organization of Nurse Practitioner Faculties (NONPF), told MedPage Today.
In considering the language debate, Werner said, “[I]f people look at them [residencies or fellowships] closely they see how they are specific to their practice site, it’s much more like an intensive on-boarding experience for new graduates. Or it might be for existing nurse practitioners who transition to that particular practice environment, but they don’t replace formal educational preparation.”
The NONPF, as part of a broader statement on post-graduate education, declared that the term “residency” is “not an optimal description for NP post-graduate support” because it may be confused with medical residencies which are required for physicians to gain licensure. Four other major nursing groups signed the statement, which was later endorsed by the largest, the American Nurses Association.
“The residency in medicine fulfills the required clinical focus of a particular specialty. In NP preparation that clinical focus is embedded in the NP educational program centering on the population focus that is the center of NP practice emphasis (e.g., family, pediatrics, women’s health, etc.),” the statement read.
Even more confusing, some nursing programs use “residency” specifically for the clinical hours already included in their programs. The statement urged post-graduate support programs to keep things simple and call themselves “fellowships” instead.
Britney Broyhill, DNP, ACNP-BC, the director of the nurse practitioner program at Carolinas Healthcare in Charlotte, N.C., said she prefers the term “fellowship” since the programs are voluntary and offer advanced practice clinicians a chance “to go above and beyond their formal education and training in a subspecialty.”
But there are dissenters, among them Margaret Flinter, PhD, APRN, senior vice president and clinical director of the Community Health Center in Middletown, Conn., who founded the first nurse practitioner residency program and still prefers that name.
“My feeling is still — though I’m always open to the conversation — that this kind of broad-based, very intensive clinical training across the full gamut of primary care is best described as residency.”
She noted that the Department of Veterans Affairs also uses the term “residency.”
This story was originally posted on MedPage Today.
The Ohio University College of Health Sciences and Professions’ School of Nursing is putting virtual reality to use in the classroom. Assistant professor Sherleena Buchman helped create a Narcan simulation during the 2018 spring semester. Since then, the initial video simulation has been transformed into a virtual reality simulation.
A 360-degree video was made from cameras surrounding the Narcan simulation, which features two college students discovering a friend experiencing an opioid overdose. Throughout the scene, the students call 911 and work together to help their friend by administering Narcan.
“Using virtual reality goggles, the person can turn around and see everything. It’s really amazing,” Buchman shared with the CHSP Newsroom. “When you look down, you can see them going through the bag looking for Narcan. If you hear a noise, you can turn your head to look in that direction to see what’s going on. It’s just like you were physically in the room.”
Buchman believes that as the simulation becomes more realistic, the students will learn even more than they could in a traditional nursing education setting. Currently, this simulation is only available in the university’s GRID Lab, but Buchman is working to have the simulation eventually available on all smartphones. The simulation will help students learn not only about Narcan and how to administer it, but how to view and think about addiction without a stigma.
“It leaves you with a feeling of ‘Wow, I just watched someone overdose and watched them come back,’” said Buchman. “The reactions viewers gave were interesting and emotional. They showed compassion as we sometimes don’t consider the side of the actual person who overdosed and the feelings of those that found them.”
Currently this simulation is only available for laymen, but Buchman is working on another version specifically for Ohio University’s nursing students that can be used as a teaching tool. She feels excited and grateful about her success with the simulations so far.
“It’s been a pretty amazing journey. I love technology, simulation and education and the students today have grown up with technology in their hands. This is a way we can impact them that’s familiar,” Buchman said. “It’s amazing to think that we can help create something that will help patients and help our community by impacting this generation of students and community members who see this and will be able to carry out these actions on their own.”
Healthcare workforce gains seen with Medicare-funded test program
An increase in government funding for clinical training opportunities for advanced practice registered nursing (APRN) is a feasible and affordable way to grow the primary care workforce, according to a Report to Congress on the Centers for Medicare and Medicaid Services (CMS) Graduate Nurse Education Demonstration.
The $200 million initiative was started in 2012 to determine if Medicare funding for graduate clinical education for APRNs, similar to residency training for physicians, could help meet meet the health needs of the U.S. population.
“There is a shortage of primary care providers in this country and the education of more APRNs can be part of the solution to increasing access to care,” Barbara A. Todd, DNP, director of Graduate Nurse Education (GNE) Demonstration at the Hospital University of Pennsylvania in Philadelphia, told MedPage Today.
CMS awarded funding for clinical training programs to five hospitals, which then partnered with accredited schools of nursing and non-hospital community-based care settings to deliver primary, preventive, and transitional care to Medicare beneficiaries.
The five hospitals are Duke University Hospital in Durham, North Carolina; Hospital of the University of Pennsylvania, Memorial Hermann-Texas Medical Center in Houston, Rush University Medical Center in Chicago, and HonorHealth Scottsdale Osborn Medical Center in Arizona.
Lori Hull-Grommesh, director of demonstration at Memorial Hermann-Texas Medical Center, commented on program results in the Texas Gulf Coast area, noting that 95% of APRN graduates are employed in the community setting and are helping meet critical access needs. She said she believes that national funding would allow these results to be replicated in other states.
Linda H. Aiken, PhD, coordinator of the GNE Demonstration Consortium of University of Pennsylvania, agreed. “If permanent Medicare funding were available for the clinical training of advanced practice nurses in all states, the national shortage of primary care could be solved and Americans would be able to get timely healthcare where ever they live.”
The report stated that demonstration schools had significantly greater APRN enrollment and graduation growth than comparison schools. It also touched on financial incentives: clinical training for an APRN came to a total of $30,000 compared with $150,000 for just 1 year of community-based residency training for primary care physicians.
Although the GNE demonstration is slated to conclude at the end of June 2018, the five hospitals are currently collaborating with major national stakeholders in order to promote permanent funding to roll out the program nationally.
“All five sites are working together to promote efforts for ongoing funding, along with major stakeholders AARP and [American Association of Critical-Care Nurses], who were instrumental from the beginning,” explained Hull-Grommesh. This is being done through publications, meetings, presentations and discussions with our legislators, she added.
Aiken noted that various types of healthcare organizations, including physician practices and retail clinics, are hiring nurse practitioners in larger numbers and supporting efforts like the demonstration to increase the supply for advanced practice nurses. Also, healthcare settings are working to recruit more advanced practice nurses, especially for their valuable role in ending the opioid epidemic and addressing unmet mental healthcare needs, she pointed out.
This story was originally posted on MedPage Today.