Constance F. Swenty

Showcasing Differences Between Quality Improvement, Evidence-Based Practice, and Research

The literature confirms that much confusion exists regarding the terms quality improvement (QI), evidence-based practice (EBP), and research. A multifaceted approach was used to provide clarity regarding these three equally important concepts. First, the authors present a synthesis of the literature that discusses differences between QI, EBP, and research. Second, the authors introduce a newly created comparative table that synthesizes current literature and showcases differences between QI, EBP, and research. Finally, the authors highlight uses of the comparative table within multiple settings.

Nursing sabbatical in the acute care setting: what is the evidence?

PURPOSE To review and examine the literature supporting a professional sabbatical, a potentially viable and innovative change strategy that could renew, revitalize, and retain nursing staff practicing in the acute care setting. METHOD A literature search was completed using multiple search engines to procure articles that could answer the question: What is the evidence related to professional sabbaticals in nursing? FINDINGS The search yielded 19 articles: one historical document, eight scholarly business articles, and 10 nursing publications. The literature review revealed most sources described sabbaticals using anecdotal data and 14 of the 19 articles were labeled as expert opinion or consensus. CONCLUSION Borrowing from the successes in academia and other non-nursing professions, a human capital investment opportunity exists to design and test nursing sabbaticals. The authors identified a nursing sabbatical as a viable option, which can enhance nursing retention and revitalization.PURPOSE:  To review and examine the literature supporting a professional sabbatical, a potentially viable and innovative change strategy that could renew, revitalize, and retain nursing staff practicing in the acute care setting. METHOD:  A literature search was completed using multiple search engines to procure articles that could answer the question: What is the evidence related to professional sabbaticals in nursing? FINDINGS:  The search yielded 19 articles: one historical document, eight scholarly business articles, and 10 nursing publications. The literature review revealed most sources described sabbaticals using anecdotal data and 14 of the 19 articles were labeled as expert opinion or consensus. CONCLUSION:  Borrowing from the successes in academia and other non-nursing professions, a human capital investment opportunity exists to design and test nursing sabbaticals. The authors identified a nursing sabbatical as a viable option, which can enhance nursing retention and revitalization.

Nursing sabbatical in the acute care hospital setting: a cost-benefit analysis.

Practice-based acute care nurses experience a high incidence of burnout and dissatisfaction impacting retention and innovation and ultimately burdening the financial infrastructure of a hospital. Business, industry, and academia have successfully implemented professional sabbaticals to retain and revitalize valuable employees; however, the use is infrequent among acute care hospitals. This article expands upon the synthesis of evidence supporting nursing sabbaticals and suggests this option as a fiscally sound approach for nurses practicing in the acute care hospital setting. A cost-benefit analysis and human capital management strategies supporting nursing sabbaticals are identified.

Understanding Transitions to Promote Student Success: A Concept Analysis

AIM The purpose of this analysis is to provide an extensive exploration of the concept of transitions, specifically within the context of nursing students. BACKGROUND Transitions are a universal part of life. The concept of transitions is rooted in disciplines such as anthropology, sociology, psychology, and business. Transitions are also a central theme in nursing. While various definitions of the concept exist, most agree that transitions involve a process, which over time results in transformation of self. DESIGN Walker and Avants eight-step method of concept analysis served as the framework for exploration of the concept. REVIEW METHODS The databases Cumulative Index to Nursing and Allied Health Literature, MEDLINE, Education Resources Information Center, ProQuest, and Academic Search Premiere were searched using the search terms transition, transitions, transformation, nursing students, anxiety, and clinical education. Quantitative and qualitative studies, published concept analysis, and transition theory articles were included. CONCLUSIONS During a transition, people experience stress and anxiety. This applies to nursing students as well, who often report much stress and anxiety upon entering the initial clinical experience. However, consequences of a successful transition include increased knowledge, attainment of new skills, and identify reformation. By understanding the concept, nurse educators can develop effective teaching strategies to facilitate successful transitions, which will improve the educational experience, support student retention, and promote graduation of competent practitioners. Hart Swenty.

A Balanced Scorecard With Strategy Map: Measuring the Value of a Nursing Sabbatical.

Seasoned nurses frequently resign from their positions due to burnout. An innovative idea that could support nurse retention is nurse sabbaticals. Balanced scorecards with strategy maps can display financial benefit, positive customer experience, and operational and human capital development required to initiate and sustain a professional nurse sabbatical. A balanced scorecard with strategy map is an effective tool that demonstrates connection between the organizational mission and the outcomes of a nurse sabbatical program.

Interprofessional education: Lessons learned from conducting an electronic health record assignment

Abstract Ineffective collaboration and communication contribute to fragmented patient care and potentially increase adverse events, clinical errors, and poor patient outcomes. Improving collaboration and communication is essential; however, interprofessional education (IPE) supporting this cause is not a common practice. Most often healthcare profession students are educated in profession-centered silos limiting opportunities to develop effective communication and collaboration practices. Students from nursing, health informatics, and radiologic technology collaboratively populated an academic electronic health record (AEHR) using fictitious case study data. The assignment was designed to address the Quality and Safety Education for Nurses and IPE Collaborative competencies. The objective was to evaluate students’ informatics competency, teamwork behaviors, and communication skills while exploring the different roles and responsibilities for collaborative practice after participating in an interprofessional case study assignment. Students gained experience using the AEHR for data entry, analysis, and application increasing their informatics competency. The assignment required students to communicate and actively collaborate as an interprofessional team to achieve the assignment objectives. Clinical errors often occur during care transitions, so simulating this process in the assignment was essential. Nursing and radiologic technology students had to analyze patient data and develop a hand-off communication template supporting patient safety and optimizing outcomes. The assignment required students to work as an interprofessional team and demonstrate how communication and collaboration is an essential component to quality and safe patient care.

Integrating an Academic Electronic Health Record in a Nursing Program: Creating a Sense of Urgency and Sustaining Change

Healthcare reform stresses quality patient outcomes and threatens reimbursement for organizations. Technological innovations to improve patient care delivery, patient safety, and financial outcomes are continuously being developed and implemented. Emerging technological innovations will not only address direct patient care, but also affect the way nurses and allied healthcare providers identify, search, analyze, and apply vital healthcare information. To prepare students to face the dynamic healthcare environment, nursing education professional organizations recognize the need for deliberate and strategic integration of informatics in nursing programs. The Quality and Safety Education forNurses (QSEN) andAmericanAssociationofColleges of Nursing (AACN) competencies recognize students should be prepared to access and analyze essential patient information using electronic health record (EHR) systems. Fueled by these competencies and the Technology Informatics Guiding Education Reform (TIGER) initiatives, nursing faculty at a Midwestern university were charged with integrating informatics throughout the BSN curriculum. The initiative was supported by the nursing program leadership. The BSN program outcomes were changed to reflect the integration of informatics in the program (Table 1, Supplemental Digital Content, http:// links.lww.com/NE/A151). The purpose of this column is to describe a strategic plan for integrating an academic EHR (AEHR) within the existing BSN curriculum using Kotter’s framework. Project Implementation Kotter estimated that 70% of the time, there was difficulty implementing or sustaining a desired change. The underlying reason for the unsuccessful sustainability was often the inability to create a sense of urgency to challenge a new direction. Kotter’s plan for change is based on 4 tactics: bring in the outside, behave with urgency every day, find opportunity in crises, and deal with the ‘‘no-nos.’’

An Education Intervention in an Incarcerated Population to Reduce the Occurrence of Infectious Skin Diseases

A study conducted at a Midwest county confinement center focused on detainees’ intention to wash their hands to prevent the spread of infectious skin diseases. Results of a qualitative interview and learning style inventory were used in conjunction with the theory of planned behavior to develop a Standard Precautions DVD to address hand washing, use of personal protective equipment while cleaning body fluids, and handling of laundry. A postintervention survey revealed significant knowledge-based learning among inmates. A regression model predicting behavioral intention (hand washing) with three predictor variables (attitude toward action, subjective norm, and perceived behavioral control) was developed. The highest correlation was found to be between inmates’ subjective norms and their intent to wash their hands, which indicates that inmates’ behavior after watching the DVD is most influenced by how others view them, with family members having the greatest influence on subjective norms.