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Journal: Journal of continuing education in nursing

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This column describes the background and purpose for a professional portfolio that showcases accomplishments supporting professional goals, scholarship, service, and competency in one’s professional nursing practice. Part II will review the benefits, options, and issues to consider when developing a professional portfolio online. J Contin Educ Nurs 2013;44(7):291-292.

Concepts: Practice-based professional learning, Nursing, Nurse, Nursing practice

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Nurses who provide case management can improve care practice and outcomes among patients who have type 2 diabetes through appropriate training and systems of care. This study was conducted to improve ambulatory care nurses' perceptions of competency in empowerment-based skills required for diabetes self-management education after participation in a multifaceted educational session that included problem-based learning and simulation. After participation in the multifaceted educational session, nurses (n = 21) perceived that the education provided an excellent opportunity for knowledge uptake and applicability to their respective work settings. The learning strategies provided opportunities for engagement in a safe and relaxed atmosphere. The simulation experience allowed participants to deliberately practice the competencies. These nurses considered this a very effective learning activity. Through the use of problem-based learning and simulation, nurses may be able to more efficiently and effectively develop the necessary skills to provide effective case management of chronic disease.J Contin Educ Nurs 2013;44(X):xx-xx.

Concepts: Psychology, Diabetes mellitus type 2, Education, Educational psychology, Skill, Competence, Four stages of competence, Learning

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Continuing education providers are expected to evaluate the outcomes of learning activities. Professional standards also address the expectation that those outcomes will be shared with others to validate the significance of continuing education and the role of the nursing professional development specialist.

Concepts: Psychology, Educational psychology, Profession, Learning

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This article describes a formal nurse educator train-the-trainer program initiated to educate qualified health professionals to teach contemporary nursing continuing education in the country of Georgia, formerly part of the Soviet Union. A 3-month intensive train-the-trainer program model was used to educate potential nurse educators to provide a foundation for introducing a higher level of continuing education to practicing nurses in Georgia. After the potential nurse educator candidates were interviewed and hired, they were required to attend at least 90% of the classes, achieve a score of 85% or higher on all train-the-trainer class posttests, and achieve a score of 90% or higher on the final examination. Sixteen of 17 nurse educators, who were physicians and nurses, successfully completed the program. These graduate nurse educators subsequently conducted formal continuing education for more than 2,900 practicing nurses, with a goal of implementing a baccalaureate nursing program as well. This program established a foundation for further nurse educator development and improvement in continuing education for currently practicing nurses in the country of Georgia.

Concepts: Education, Nursing, Nurse, School, Teacher, Soviet Union, History of education, Georgian Soviet Socialist Republic

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Caring for patients with Ebola virus disease requires strict biosafety protocols to eliminate exposure and ensure containment. Training and competency verification were critical to creation of a safe environment for nursing staff involved in the direct care of two patients with Ebola virus disease at Emory University Hospital. J Contin Educ Nurs. 2014;45(11):479-481.

Concepts: Hospital, Nursing, Biological warfare, Nurse, Ebola, Viral hemorrhagic fever, Incubation period, Emory University

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HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, “Effect of Evidence-Based Practice on Individual Barriers of Workforce Nurses: An Integrative Review” found on pages 398-406, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until August 31, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. OBJECTIVES Identify individual barriers in the implementation of evidence-based practice (EBP) by nurses. Describe interventions of the programs reviewed in the article that directly affect barriers to clinical nurses' adoption of EBP or the use of research. DISCLOSURE STATEMENT Neither the planners nor the author have any conflicts of interest to disclose.

Concepts: Nursing, Nurse, MasterCard, Credit card

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The Institute of Medicine recommended that 90% of clinical decisions should be evidenced based by 2020. Both the IOM and the American Association of Critical-Care Nurses identified evidenced-based practice (EBP) as a core competency for practice. EBP can reduce costs, improve patient outcomes, and ensure optimal nursing interventions. Because nursing faculty may have deficits in knowledge, attitudes, and competencies to teach EBP, few nursing students conduct EBP reviews. The purpose of this project was to develop EBP educational resources to increase nursing faculty knowledge and competency of EBP in a southeastern college with both a multicultural faculty and student body. A pre- and postsurvey design using Stevens' ACE Star Model of Knowledge Transformation and Evidence Based Practice Readiness Inventory (ACE-ERI) determined the effectiveness of the educational intervention. Results indicated that faculty’s self-confidence about their competency in EBP increased significantly from presurvey to postsurvey, t(17) = -2.04, p = .028, but there was no significant change from pretest to posttest, t(17) = -0.576, p =.572, for the EBP knowledge component of ACE-ERI. The results of the study suggest that educational programs for RN-to-BSN faculty are vital in increasing participant’s readiness for EBP. J Contin Educ Nurs. 2016;47(9):409-419.

Concepts: Evidence-based medicine, Systematic review, Education, Competence, Nursing, Nurse, Student, Evidence

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This study was conducted to identify the effectiveness of an education program for evidence-based practice (EBP) implementation of clinical nursing. EBP knowledge/skill, attitude, and belief; information search ability; and EBP implementation were significantly higher in the experimental group than in the control group. Furthermore, the effect on implementation was maintained at week 4 and week 8, indicating that the education program practically promotes the EBP implementation of nurses. Results confirm that the education program for EBP implementation is critical and the continuous education program is an essential part of EBP implementation. Also, to promote EBP implementation and disseminate it to nursing organizations, an immediate concern should be the cultivation of mentors for EBP and fortification of the belief and ability regarding EBP implementation. J Contin Educ Nurs. 2016;47(8):363-371.

Concepts: Effect, Effectiveness

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Although evidence-based practice (EBP) and research is important to hospitals and nursing staff interested in achieving Magnet status, a more important purpose is the improvement of patient care. As the nursing staff of UConn Health and its John Dempsey Hospital began its initial assessment prior to embarking on the journey for Magnet status, staff nurses were found to lack skills in searching vetted sources of EBP literature and appraising the results of a search. To address this need, a librarian at UConn Health, in collaboration with the hospital’s Nursing Research steering committee, developed an online, self-paced EBP tutorial. The EBP tutorial used the iterative (Analysis, Design, Development, Implementation, and Evaluation) model of instructional design in development and assessment. This article describes the development and implementation of the tutorial, its evaluation, and lessons learned. J Contin Educ Nurs. 2016;47(6):266-271.

Concepts: Health, Patient, Hospital, Educational psychology, Learning, Nursing, Nurse, Florence Nightingale

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As the impact of health care reform continues to evolve, the movement of patients from acute to post-acute settings will continue to expand. Currently, the turnover and retention of RNs nationally in long-term care is at an all-time high, with a median turnover rate of 50% for RNs. Workforce instability is a prime contributor to poor patient outcomes, increased costs, and a dissatisfied nursing workforce. Therefore, the New Jersey Action Coalition determined that the Institute of Medicine’s Future of Nursing: Leading Change, Advancing Health recommendation to implement nurse residency programs across settings would be a priority for New Jersey. A 12-month new nurse residency and preceptor program was developed and implemented in long-term care, with 37 new nurses and 37 preceptors. The design and implementation processes are described, as well as lessons learned along the journey. J Contin Educ Nurs. 2016;47(5):234-240.

Concepts: Health care, Medicine, Health insurance, Health, Nursing, Implementation, Nurse, Florence Nightingale