Cynthia L. Cummings

What factors affect nursing retention in the acute care setting

Moral distress and professional stress affect the lives of acute care nurses everyday. The impact of these stressors may be causing nurses to leave the acute care setting. This paper will outline the findings from a descriptive study of acute care nurses in Northeast Florida. The research was conducted in an effort to highlight some of the critical factors that impact nurses in the acute care setting and affect their intent to stay at an institution. The concepts of moral distress and professional stress in relation to nursing retention are highlighted and some strategies for lessening of these stressors are proposed. The study was correlational and conducted among 234 nurses in an institutional setting. The study included an online survey based on established Moral Distress and Professional Stress tools. In addition, a qualitative section was included to explore the nurses’ experiences of stressful inpatient situations. The results of this study demonstrated that when combined, both professional stress and moral distress items were predictive of the nurses’ intent to stay at the institution (p <.001).

Can nursing students' confidence levels increase with repeated simulation activities?

In 2014, nursing faculty conducted a study with undergraduate nursing students on their satisfaction, confidence, and educational practice levels, as it related to simulation activities throughout the curriculum. The study was a voluntary survey conducted on junior and senior year nursing students. It consisted of 30 items based on the Student Satisfaction and Self-Confidence in Learning and the Educational Practices Questionnaire (Jeffries, 2012). Mean averages were obtained for each of the 30 items from both groups and were compared using T scores for unpaired means. The results showed that 8 of the items had a 95% confidence level and when combined the items were significant for p <.001. The items identified were those related to self-confidence and active learning. Based on these findings, it can be assumed that repeated simulation experiences can lead to an increase in student confidence and active learning.

Evaluating clinical simulation.

CummingsProblem This article reviews the findings of a year-long process of evaluation by faculty involved in clinical simulation. The process involved only one faculty reviewer, and the findings demonstrated various deficiencies present in students’ performance of selected clinical scenarios. Methods A simulation rubric and set clinical scenarios were developed in order to evaluate students’ performance. The students performance was graded and was made part of the senior students final clinical course grade. The students were required to conduct a clinical simulation activity, as if they were the nurse caring for the patient. They performed a complete assessment, basic interventions, and interdisciplinary communication, along with computerized documentation. Findings The findings showed deficits in the areas of medication administration, patient assessment, and communication. Conclusion As a result, the faculty has looked at ways to improve these areas and to more fully incorporate simulation activities into the nursing curriculum. Cummings