Lifeline of New Products- Destination: The Patient\u27s Bedside

The lifeline of a new product begins with an innovative process driven by an on-line request through our academic medical center’s intranet system. The individual championing the new product completes the request. Staff nurses have a voice in the decision making process of the acceptance or the rejection of new product(s) being used in a hospital setting. All requested products are thoroughly investigated as the item relates to new technology, cost, reimbursement, medical evidence and evidence-based practice. These critical factors assist in the decision making process to improve the quality of patient care while ensuring cost-containment and standardization, thereby, translating into positive patient outcomes. A nurse educator is intimately involved in the Product Evaluation and Implementation Process. As the nurse coordinating the evaluation of a product, there is opportunity to work in concert with supply chain/contract buyers, inventory control/distribution managers, requestors and the sales representatives to produce an efficient evaluation. Clinical effectiveness, quality and acceptance are criteria used to evaluate the product. Once the evaluation period is complete, data is collected and analyzed. A summary report is generated and shared electronically with the appropriate organizational representatives. Based upon the results the product is either accepted or rejected. If a product is accepted, the process moves onto the implementation phase. The nursing website and the hospital intranet is used to provide the nursing staff with Product Announcements, Product Information, Summary of Committee Actions and communicates in what phase the product rests. Presented at: National Conference: National Nursing Staff Development Organization 2009 Conference, July 8-12, 2009, Philadelphia, PA

Advancing Nursing Education Science: An Analysis of NLN\u27s Grant Program 2008-2010

The National League for Nursing has responded to the increasing need for nursing education research through its grant program. Significant growth in proposals has intensified competition for funds and challenged the Nursing Education Research Advisory Council’s review process. The purpose of this article is to explore the NLN’s nursing education research proposals from 2008 to 2010 in order to improve performance and provide guidance to future nursing education researchers. Beginning with the 2008 grant cycle, a database was developed to assist in performance improvement. A total of 113 proposals were submitted; of those, 24 were funded for a success rate of greater than 21 percent. Various designs and samples were employed and all geographic regions of the United States were represented. Inter-rater reliability among reviewers remained high and the scientific rigor of proposals steadily increased. Increased funding from other sources is urgently needed to build the science of nursing education

Expanding America's Capacity to Educate Nurses: Diverse, State-Level Partnerships Are Creating Promising Models and Results

Outlines the need to expand nursing education capacity to address the coming personnel shortage. Highlights strategies of twelve partnerships, including pay-for-performance funding and new curricula and technology, and makes policy recommendations

Nursing education and regulation: international profiles and perspectives

This review of nurse education and regulation in selected OECD countries forms part of ongoing work on contemporary nursing careers and working lives, based at the National Nursing Research Unit, King’s College London. The review was commissioned by the Department of Health to inform their work in considering the UK’s position in relation to the Bologna declaration and changes that may emanate from the implementation of Modernising Nursing Careers (DH 2006). While much of the information in the review was obtained from publications and websites, we also contacted key personnel in most of the countries included for an up-to-date review of developments in their country and would like to thank them all for providing this information

A New Leadership Development Model for Nursing Education

Background Leadership competency is required throughout nursing. Students have difficulty understanding leadership as integral to education and practice. A consistent framework for nursing leadership education, strong scholarship and an evidence base are limited. Purpose To establish an integrated leadership development model for prelicensure nursing students that recognizes leadership as a fundamental skill for nursing practice and promotes development of nursing leadership education scholarship. Method Summarizing definitions of nursing leadership, conceptualizing leadership development capacity through reviewing trends, and synthesizing existing leadership theories through directed content analysis. Discussion Nine leadership skills form the organizing structure for the Nursing Leadership Development Model. Leadership identity development is supported via dimensions of knowing, doing, being and context. Conclusion The Nursing Leadership Development Model is a conceptual map offering a structure to facilitate leadership development within prelicensure nursing students, promoting student ability to internalize leadership capacity and apply leadership skills upon entry to practic

Student Perception of Clicker Usage in Nursing Education

Nurse educators must explore innovative ways to engage students and stimulate learning. Student response system (SRS) technology is one tool educators can use to increase participation, provide immediate feedback, and encourage critical thinking. This study evaluated perceptions of first-year nursing students using SRS technology. The findings support the use of SRS technology as a positive pedagogical approach to incorporate in teaching associate degree nursing students

Cultural Competency in South Africa: A nursing education perspective

One of the biggest issues facing nursing education in recent times is the effort to develop more culturally sensitive graduates (Salminen, et al. 2010), against a view that cultural competency pedagogy is particularly inadequate in nursing, and this is the discourse that is primarily addressed in this paper. This paper argues incorporating cultural competency content into South African nursing education programmes. In support of this position, this paper thus discusses the significance of cultural competency to South African nursing education; expounds the existing cultural disparities in the country’s nursing education programmes; presents models of cultural competency which could be used in nursing education; proposes ways how cultural competency nursing education could be achieved; and points out the implications of this information for South African nursing. Keywords: Nursing education, cultural competence, transcultural nursing, South Africa