Kathy Chappell

Flipping the Classroom: A Data-Driven Model for Nursing Education

Structured, blended learning models have been developed to help participants more actively engage in learning experiences, as opposed to traditional didactic sessions. A flipped classroom model allows learners to build on self-directed online prework in an interactive and collaborative learning laboratory.

New graduate nurse transition programs and clinical leadership skills in novice RNs.

OBJECTIVE: The objective of this study was to determine predictors of clinical leadership skill (CLS) for RNs with 24 months of clinical experience or less. BACKGROUND: New graduate nurse transition programs (NGNTPs) have been proposed as a strategy to increase CLS. CLS is associated with positive patient outcomes. METHOD: Method used was hierarchical regression modeling to evaluate predictors of CLS among individual characteristics of RNs and characteristics of NGNTPs. RESULTS: Perceived overall quality of an NGNTP was the strongest predictor of CLS (R2 = 0.041, P < .01). Clinical experience and NGNTP characteristics accounted for 6.9% of the variance in CLS and 12.6% of the variance among RNs with assigned mentors (P < .01). RNs participating in NGNTPs for more than 24 weeks were 21 times more likely to remain employed within the organization when compared with NGNTPs of 12 weeks or less, a significant cost-benefit to the organization. CONCLUSION: Although perceived overall quality of a NGNTP was the strongest predictor of CLS, much of the variance in CLS remains unexplained.

Validating clinical competence

Professional registered nurses must be competent to provide care in todays fast-paced, highly technical clinical environment. Competency programs designed to teach and evaluate essential knowledge, skills, and abilities of registered nurses are one method organizations may use to demonstrate nursing proficiency.

New graduate nurses, new graduate nurse transition programs, and clinical leadership skill: a systematic review.

This systematic review evaluated the relationship between new graduate nurses and clinical leadership skill, and between new graduate nurse transition programs and clinical leadership skill. New graduate nurse transition programs have been cited as one strategy to improve clinical leadership skill, but to our knowledge, no one has synthesized the evidence on new graduate nurse transition programs and clinical leadership skill. Results of this review showed that new graduate nurse transition programs that were at least 24 weeks in length had a positive impact on clinical leadership skill. New graduate nurse transition programs using the University HealthSystem Consortium/American Association of Colleges of Nursing Nurse Residency curriculum had the greatest impact, followed by curriculum developed by the Versant New Graduate RN Residency, an important finding for nursing professional development specialists.

The value of RN residency and fellowship programs for Magnet® hospitals.

This article discusses the need for accreditation of orientation transition programs for nurses and how these programs support Magnet criteria.

Developing a Skills-Based Competency Course

Skills-based competency programs evaluate whether participants can demonstrate knowledge, skills, and professional behaviors associated with a skill in a simulated or actual clinical setting. Critical elements for program development include accurate and precise outcome statements that delineate the skill to be performed and valid and reliable evaluation criteria that identify the critical behaviors necessary for safe and competent performance.

Interprofessional Continuing Education: Collaborating Across the Healthcare Professions to Improve Practice and Patient Outcomes.

Dr. Chappell has over 25 years of nursing experience, including clinical practice as a direct care nurse in critical care and emergency nursing; hospital administration; project management for programs such as the Magnet Recognition Program, National Database of Nursing Quality Indicators (NDNQI), quality improvement, and shared governance; hospital system strategic planning for support of professional nursing practice including nursing clinical education, nursing student recruitment, and research; and director of an international credentialing program. Dr. Chappell also directs the Institute for Credentialing Research, analyzing individual and system outcomes related to credentialing. She is responsible for credentialing organizations that provide continuing nursing education and interprofessional continuing education, accreditation of courses validating nursing skills, and accreditation of residency and fellowship programs. Dr. Chappell received her baccalaureate in nursing with distinction from the University of Virginia, her master of science degree in advanced clinical nursing from George Mason University, and her doctorate in nursing from George Mason University. She is a Fellow in the American Academy of Nursing and a Distinguished Scholar and Fellow in the National Academies of Practice.

Addressing Innovation: Changes in the American Nurses Credentialing Center Accreditation System

: In 2010 to 2011, the American nurses credentialing center accreditation system for continuing nursing education is undergoing major changes to increase the effectiveness, efficiency, and quality of the continuing education provided by accredited organizations and ultimately to improve patient care. This article highlights national drives that provide supportive evidence for program changes.

Credentialing: achieving quality in continuing nursing education.

For more than three decades, the American Nurses Credentialing Centers Accreditation Program has been committed to the delivery of quality continuing nursing education. Changes in the landscape of continuing education have prompted a critical evaluation of the current criteria and have led to some significant revisions. This column provides an overview of these changes.

A conceptual framework for planning and assessing learning in continuing education activities designed for clinicians in one profession and/or clinical teams

Abstract Purpose: The purpose of this article is to provide a more actionable description of the components of the outcomes framework published in 2009.Methods: Synthesis of recent research in the learning sciences.Results: The authors propose a conceptual framework to be used planning learning activities and assessing learning in CPD.Conclusions: CPD practitioners will have a more explicit approach to help clinicians provide the very best care to their patients.