Mattia J. Gilmartin

Creativity: the fuel of innovation.

Market-leveled changes occurring in the health care industry require new and creative models of organization, management, and service delivery. One of todays primary management challenges is the development of organizational cultures that value innovation, change, and creativity. The adoption of an ethic of innovativeness allows the organization to stretch the limits of individual and collective knowledge, skill, and ability to meet complex consumer needs. Creativity within organizations is influenced by management practices in conjunction with creativity-relevant work group skills. A common wisdom exists that professional nurses are creative in finding solutions for complex patient care needs. The expansion of this creativity within organizational systems will allow for the evolution of professional nursing practice, improvement in care delivery, and organizational performance.

The Multidimensional Health Behavior Inventory

Gaps in knowledge about what constitutes healthy and risky behaviors for young people hinder successful health promotion intervention strategies. With the development of appropriate instruments, behaviors can be measured and interventions can be implemented to improve health outcomes. The structure of a new health behavior instrument, the Multidimensional Health Behavior Inventory (MHBI), was explored with data from 1,077 college students, ages 18 to 24 years. Factor analysis of 116 health behavior questions yielded 7 factor-based scales with 57 items: diet (13 items), substance use (10 items), safety (9 items), checkup (9 items), social (6 items), stress (6 items), and exercise (4 items). Evaluation of the 7 behavior scales of the MHBI using subgroups defined by age, gender, and race will contribute to an understanding of health behaviors of older adolescents and young adults and will provide directions for research and clinical interventions.

Increasing Faculty Capacity: Findings from an Evaluation of Simulation Clinical Teaching

AIM To compare how the use of different “doses” of simulation in undergraduate clinical teaching affect faculty capacity. BACKGROUND Since 2008, the NYU College of Nursing has used a “high dose” of simulation to substitute for 50 percent of the clinical hours in core medical‐surgical courses to address a shortage of faculty and clinical sites. Johns Hopkins University School of Nursing has used limited, “low‐dose” simulation hours to supplement clinical hours. METHOD The evaluation included program data and surveys and qualitative interviews with faculty and students in each program. RESULTS Implementing “high‐dose” clinical simulation resulted in a nearly 50 percent increase in faculty capacity at NYU, expanding undergraduate enrollment from 613 students in 2007 to 900 in 2012, with no negative impacts on faculty work life or student outcomes. CONCLUSION Substituting simulation for traditional clinical hours can be a sustainable and educationally sound option to increase faculty capacity.

The nursing organization and the transformation of health care delivery for the 21st century.

Market transformations occurring within the health care industry require new patterns of organization and management to meet the increasing complexity of service delivery. A greater understanding of the innovation and entrepreneurial dynamic allows administrators, managers, and leaders to create a new vision of service delivery. Central management and leadership objectives include the development of service technologies that capitalize upon the inherent knowledge of workers to meet consumer needs. A strong sense of innovation and entrepreneurship leading to the introduction of new or improved nursing technologies is a primary component in the evolution of professional nursing practice for the 21st century.

Shifting the clinical teaching paradigm in undergraduate nursing education to address the nursing faculty shortage.

To address the faculty shortage problem, schools of nursing are reexamining how they provide clinical education to undergraduate students to find ways to use faculty resources more efficiently and to maintain student enrollment. We describe a unique clinical teaching model implemented at the New York University College of Nursing. The new model currently being evaluated shifts from the traditional clinical education model, in which all clinical education is in a hospital or agency setting, to a model that substitutes high-fidelity human patient simulation for up to half of the clinical education experience. This article describes the clinical teaching model and its effects on nurse faculty capacity.

Humanism in health care service: the role of stakeholder management.

In the era of technological proliferation the potential for the holistic intention and practice of nursing to become overshadowed is immense. This article presents an overview of the stakeholder theory of management as a useful and important management model for the creation of health care delivery environments where the human condition is celebrated, exemplary service is cultivated, and human caring becomes an enterprisewide value.

Creating the vision: the role of the chief nurse executive in bringing innovations to client service delivery.

The chief nurse officer brings the value-adding contribution of client partner to the executive management team. The nurse executive contributes professional nursings client-centered, health-enabling approach to care delivery to assist organizations in developing new client and community services. The single most important leadership-challenge presented to nurse administrators, leaders, and managers is the ability to articulate a vision of client-centered care, demonstrate the costs and benefits of service innovations, and effectively shape organizational cultures to achieve innovations in service delivery.

Time for Realistic Job Previews in Nursing as a Recruitment and Retention Tool

Realistic job previews are well-established, cost-effective, and evidence-based recruitment and retention tools that nurses in professional development have largely overlooked. A realistic job preview for experienced staff nurses pioneering the Clinical Nurse Leader® role is presented along with implications for nursing professional development practice.