Elizabeth Carlson

Point-of-care technology supports bedside documentation.

As the conversion to an electronic health record intensifies, the question of which data-entry device works best in what environment and situation is paramount. Specifically, what is the best mix of equipment to purchase and install on clinical units based on staff preferences and budget constraints? The authors discuss their evaluation of stationary personal computers, workshops on wheels, and handheld tablets related to timeliness of data entry and their use of focus groups to ascertain the pros/cons of data-entry devices and staff preferences. An assessment of the implications for costs related to the timeliness of data entry is also presented.

Collaboration Among DNP- and PhD-Prepared Nurses: Opportunity to Drive Positive Change

Because of the rapidly changing environment of doctoral education, collaborative relationships between doctor of nursing practice and doctor of philosophy-prepared nurses continue to evolve. Although there are few currently reportable outcomes, examples are given of collaborative efforts highlighting scholarship, education, practice, and research. In accordance with the Institute Of Medicine recommendations and building upon work done by the American Association of Colleges of Nursing, this article describes opportunities for expanding collaboration among doctoral-prepared nurses. Collaboration facilitates a timely translation of research into practice, enhances educational opportunities, drives positive change, and improves health outcomes.

Overcoming the Tension: Building Effective DNP-PhD Faculty Teams

A shift in terminal degrees held by nursing faculty is occurring as the number of doctor of nursing practice graduates continues to rise. This change has resulted in some uncertainty and tension. At the same time, there is a pressing need for collaboration among doctoral-prepared nurse leaders to improve care and outcomes for the population. An intellectual community that nurtures learning for all members serves as a blueprint for moving toward a professoriate that engages both doctor of nursing practice- and doctor of philosophy-prepared faculty and enhances scholarly activities, research, and teaching productivity. Although this may seem like an intangible concept, strategic steps can be instituted to promote positive relationships and transform the academic culture into an environment that fosters a vibrant intellectual life for all faculty members. Therefore, the purpose of this article is to propose that doctoral faculty embrace a transformational change to promote a community of scholars who serve as stewards of the discipline. Specific strategies for transforming the culture and building an intellectual community are described.

Promoting Professional Nursing Practice: Linking a Professional Practice Model to Performance Expectations

Professional practice models (PPMs) provide the conceptual framework for establishing professional nursing practice. Integrating a PPM requires complex organizational change. One strategy for integrating a PPM is to directly link the PPM with performance expectations to ensure that underlying beliefs are integrated into everyday practice. This article describes the development, implementation, and successful outcomes of a clinical advancement system that was aligned with a PPM.

Evolving the practitioner–teacher role to enhance practice–academic partnerships: a literature review

AIMS AND OBJECTIVES The purpose of this article was to review the development of the practitioner-teacher model and its use in advancing clinical nursing. BACKGROUND The practitioner-teacher role, or the unification model, incorporates clinical practice, teaching, consultation and research responsibilities for nurses serving in advanced clinical roles or as nursing faculty as part of professional nursing practice. The practitioner-teacher role facilitates a practice-academic partnership that can serve as a beneficial way to advance clinical nursing care. DESIGN An exploratory literature review was conducted combined with review of practitioner-teacher and practice-academic exemplars. METHODS A descriptive review of the practitioner-teacher model of nursing practice reveals that activities of the role include clinical nursing care, serving as a preceptor for nursing students in a focused area of expertise, consulting on patient care issues, presenting in-services and course lectures, and serving as a member of faculty and nursing division committees. RESULTS The practitioner-teacher role lends itself to promoting practice-academic partnerships that combine clinical nursing care with professional nursing activities. CONCLUSIONS The model of practice, education, consultation and research of the practitioner-teacher position advances practice-academic partnerships. RELEVANCE TO CLINICAL PRACTICE The practitioner-teacher model serves to optimise the way nursing practice and academic work together to integrate knowledge, scholarship, service and learning and to advance the profession and the discipline of nursing. This article discusses aspects of the unique practice-academic partnership using the practitioner-teacher model, how the role evolved, and how it can improve clinical nursing care globally.

Determinants for effective collaboration among DNP- and PhD-prepared faculty

BACKGROUND Uncertainty exists surrounding collaborative relations among Doctor of Nursing Practice (DNP)- and Doctor of Philosophy (PhD)-prepared faculty. PURPOSE This qualitative study explored the attitudes and determinants for effective collaboration among doctoral-prepared nursing faculty. METHODS Focus groups were conducted using a convenience sample of doctoral faculty who taught in either/both DNP or PhD programs. Focus group questions were derived to identify interpersonal, organizational, and systemic determinants of collaboration. Data were transcribed and content analyzed using Kruger and Casey methods. RESULTS Four focus groups included 41 faculty members from two metro area university medical centers. Five themes emerged: (a) DNP not well understood, (b) confusion surrounding research, (c) opportunities for collaboration, (d) lack of structural support, and (e) personal characteristics and attitudes. DISCUSSION Interpersonal relationships, organizational structures, and systemic impacts have both positive and negative influences on successful collaboration among DNP- and PhD-prepared faculty. CONCLUSION Collaborative efforts are needed for advancing the profession.

Moral Distress: Using Mindfulness-Based Stress Reduction Interventions to Decrease Nurse Perceptions of Distress

BACKGROUND: Studies have shown that the moral distress experienced by nurses affects patient outcomes and staff engagement. OBJECTIVES: The purpose of this quality improvement initiative was to implement a process for staff to cope with moral distress. METHODS: The 21‐item Moral Distress Scale‐Revised (MDS‐R) was administered pre‐ and postintervention to a sample of 56 oncology nurses to assess moral distress and whether it was alleviated with the use of mindfulness interventions. Chi‐square analysis compared the frequency of morally distressing situations. FINDINGS: Moral distress was identified, with the finding that mindfulness interventions decreased nurse perceptions of distress. Healthcare providers offering a false sense of hope was the most frequently reported situation. Postintervention MDS‐R survey results reflected a decrease in frequency of distress.

Promoting DNP-PhD collaboration in doctoral education: Forming a DNP project team

As the Doctor of Nursing Practice (DNP) degree continues to evolve, challenges exist with the scholarly project. The American Association of Colleges of Nursing (AACN) has set forth guidelines for the DNP project (2015), however, at this point there is variation with respect to the structure of the DNP project team. This is particularly important given the: 1) growing number of DNP students; 2) need to foster scholarship; and 3) necessity for ensuring rigor of this degree (Waldrop, Caruso, Fuchs & Hypes, 2014). An opportunity exists to establish a project team that promotes scholarly formation, collaboration, and efficiency. Therefore, this paper describes purposefully pairing DNP-Doctor of Philosophy (PhD) faculty as part of the DNP project team. Collaboration among DNP-PhD-prepared faculty guides DNP student formation and fosters a community of scholars, yet little has been reported specifically addressing the pairing of DNP-PhD faculty on DNP student projects. Benefits of this collaborative approach are presented and may be helpful for other colleges of nursing.

Criteria for clinical information technology device selection: what do nurse executives need to know?

Hospital and healthcare’s “most wired” organizations were surveyed to determine the evaluative criteria in the selection of bedside devices for clinical documentation. Ranked results of the characteristics are presented. Results can be used to inform nurse executives about selection criteria to consider.