Cynthia M. Thomas

THE SBAR COMMUNICATION TECHNIQUE: TEACHING NURSING STUDENTS PROFESSIONAL COMMUNICATION SKILLS

The Joint Commission and Institute for Healthcare Improvement have mandated healthcare organizations to improve professional communication. Nursing students lack experience in communicating with physicians. As a result, recent graduates may not be prepared to meet the demands of professional communication to ensure patient safety. The authors discuss the SBAR (situation, background, assessment, recommendations) communication technique implemented during a 2-day simulation exercise that provided an organized logical sequence and improved communication and prepared graduates for transition to clinical practice.

The transition from student to new registered nurse in professional practice.

This qualitative study presents the transition experience of new registered nurses during the first year of professional practice. Four themes emerged: feelings of frustration and being overwhelmed, preceptors, fear, and the orientation process. The orientation process, quality, competent preceptors, and reducing lateral violence are key strategies to successfully retain new nurses. Nurse educators have a crucial role during nurse orientation, training preceptors, and reducing violent behaviors in the workplace.

What are your perceptions of new RN competency levels

O ver the last two decades, the healthcare industry in the United States has experienced ongoing changes in hospital systems through mergers, managed care, technology, and the ability to rapidly access information. In the midst of ongoing changes, professional nurses must be aware of changing standards and new technology to provide quality care. Several national committees, such as the Committee on the

Nurses Identify Education and Communication Among Professionals as Essential in Serving ASD Children

Autism spectrum disorder (ASD) is a broad term encompassing a group of neurodevelopmental disabilities. Children with ASD present behavioral, communication, and social behaviors. One in 68 individuals is diagnosed with autism. With ASD prevalence continuing to rise, it makes sense for school nurses to identify areas that may be helpful in serving this population. This school nurse focus group study shared specific areas that would benefit school nurses when working with children with autism. Two glaring trends surfaced from the focus group—continuing education needs and communication among all school professionals (i.e., teachers, special education services).

Strategies for Pursuing a Master's Degree.

Health care has become very complex and is in a constant state of change. As a result of the evolving change and increasing complexity, a more educated nursing workforce is needed (Dracup K. Masters nursing programs. American Association of Colleges of Nursing. 2015; Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. 2010). It is now becoming necessary for registered nurses to earn an advanced degree to work at the highest level of their practice authority (Dracup K. Masters nursing programs. American Association of Colleges of Nursing. 2015; Institute of Medicine. The Future of Nursing: Leading Change, Advancing Health. 2010.). Preparing to reenter college may be an overwhelming prospect for some registered nurses seeking an advanced degree. However, there are some simple strategies that may help sort out the many degree options, financial obligations, decisions about brick and mortar versus online learning, commitment to degree completion, and changing career paths. This article will provide the registered nurse valuable information that will assist in the exciting process of returning to college.

Treat students as potential employees.

In todays complex, chaotic, and rapidly changing healthcare environment, a newly registered nurse will face many obstacles on the journey into a professional role.

Non-Bachelor of Science in Nursing Registered Nurse to Bachelor of Science in Nursing Registered Nurse: A Change in Critical Thinking.

With recommendations from national nursing associations and accrediting bodies to transition to an all baccalaureate prepared nurse workforce by 2020, it is important to understand the expertise that a baccalaureate degreed nurse brings to patient care. The purpose of this article is to establish the differences of a non–bachelor of science in nursing (BSN) registered nurse and a 4-year prepared nurse, as well as to identify the education and clinical trends in critical care that require a BSN-prepared nurse. The history of associate degree and diploma degree nurses is admirable and served a purpose serving up to and post World War II. In more recent years, particularly in critical care, as health care is becoming more complex, extension of technology, and pay-for-performance issues are tied to patient outcomes, it is essential the non-BSN registered nurses return to continue their education earning a BSN degree.