Nursing is a profession that affords many avenues in which to practice. Nurses who are married to military service members have unique challenges as they progress through their careers. A military spouse shares a personal perspective of challenges and insight on how to overcome and persevere that may be relevant to others within the greater nursing community.
Your search for all content returned 159 results
- Go to article: Mitigating a Nursing School's Impact on Climate Change: A Quality Improvement Project
Mitigation is one approach to addressing climate change, which focuses on reducing carbon dioxide and greenhouse gas emissions. Nurses play a critical role in mitigation to prevent the health impacts of climate change. Recommendations to mitigate climate change in higher education institutions reflect four themes: policy, people, process, and practice. This quality improvement project aimed to mitigate a metropolitan nursing school's impacts on climate change.
A Sustainability Champion Workgroup was formed to address gaps identified in the organizational needs assessment. A No Waste November (NWN) campaign and a sustainability dashboard were created to engage participants and increase awareness about climate change and environmentally sustainable behaviors. A pre- and post-NWN survey, adapted from the Nurses' Environmental Awareness Tool, and waste disposal measurements over 6 weeks were used to assess the impact of these interventions.
The post-NWN survey showed the greatest increases in mean scores for the following environmentally sustainable behaviors: biking, walking, carpooling, or taking public transportation to work; leading or participating in recycling initiatives; serving on committees that purchase sustainable supplies; and composting. Waste disposal measurements revealed a higher proportion of recycling to landfill waste during 5 out of the 6 weeks of measurement.
Nurses and higher education institutions play an important role in mitigating the human impacts on climate change through environmental sustainability initiatives. Barriers to adopting environmentally sustainable behaviors and incentives to support these behaviors also need to be examined and addressed in future projects.
- Go to article: Community-Based Stroke Recognition Education and Response: An Evidence-Based Intervention Project
Stroke has a significant impact on mortality and disability in the United States. This led the aforementioned master’s students to create a community-based educational intervention using stroke curriculum from the American Heart Association/American Stroke Association (AHA/ASA).
The purpose of this evidence-based intervention project was to examine the effectiveness of public stroke education utilizing the AHA/ASA’s Face, Arm, Speech, Time (FAST) curriculum for stroke symptom recognition and response (Jauch, et al., 2013) at three central Connecticut senior centers.
This evidence-based intervention project was based on the theoretical framework of Dorothea Orem’s Self-Care Deficit Theory (Petiprin, 2016). Nurses can provide stroke based education to older adults in the community, ultimately empowering participants to recognize and respond to stroke symptoms.
An educational session on the AHA/ASA FAST curriculum was presented by master’s students to groups of senior adults at three different senior centers, followed by a post teach-back session conducted by the students in smaller groups to assess learning. The total number of participants was 62 (n = 62).
The majority of participants (87%) were able to accurately teach back the four components of the FAST curriculum after the educational intervention.
FAST was simple to teach and engaging for participants. Using the FAST curriculum in senior center populations increased the participants’ awareness of stroke signs and symptoms, and their willingness to activate the 911 emergency system.
Implications for Practice:
Educational interventions in the community with older adults can produce increased awareness of stroke symptoms and willingness to respond when necessary.
This article uses storytelling to examine the importance of seeing beyond measurement. It looks at efficacy related to the measurement and valuation of human potential. Using the lenses of power, knowledge, class, and systems theories, it examines the lived experience of a first-generation U.S. immigrant. As a result, it demonstrates that human potential is difficult to accurately measure.
- Go to article: A Creative Action Plan for Mental Wellness: Tools for Primary Care in Rural and Underserved Settings
A Creative Action Plan for Mental Wellness: Tools for Primary Care in Rural and Underserved Settings
Primary care settings have many opportunities to support patients who have anxiety and/or depression, but resources are often scarce. Our faculty team developed an education tool to support mental health awareness and provide suggested wellness activities. Health-care professionals from various disciplines and settings have demonstrated eagerness to use this tool with patients and with health-care students to improve resilience and mental wellness.
In some countries, there is a serious public stigma against people with mental health disorders that is transferred to those in close association with people suffering from these disorders, such as family members and health-care professionals, a process called associative stigma. The stigma against mental health nurses comes not only from the general public but also from other health-care workers, including nurses themselves. Some nursing education curricula contain little information about mental health, such that prospective nurses graduate with poor knowledge of mental health, reflected in the small number willing to specialize in mental health nursing, especially in developing countries where this stigma is at its peak. Nurses who form a vital part of the mental health team must rise and defend themselves through advocacy for policies to protect world mental health.
- Go to article: The Experience of Developing A Faculty Research Cluster Using the Creativity of the Narrative Reflective Process
The Experience of Developing A Faculty Research Cluster Using the Creativity of the Narrative Reflective Process
Faculty development that builds research capacity is a significant yet challenging expectation in academia. The School of Nursing faculty at Ryerson University established several research clusters to support research collaborations and productivity. This article explicates one cluster’s development process, and specifically, its adoption of the narrative reflective process (NRP). Engaging in NRP permitted the group to creatively enter into critical dialogue, address both individual and collective needs, and establish a supportive environment that nurtures the creative process—all of which ultimately enhances scholarship and academic productivity.
Nursing judgment is an essential component in the delivery of safe, quality patient care. Nurses must have the knowledge and skills to question authority, make judgments, substantiate evidence, and advocate for the patient. Traditional pedagogy in content-laden courses remains primarily lecture based. Incorporating active strategies to strengthen professional practice is essential. A pilot study assessed senior baccalaureate nursing students’ perceptions of problem-based learning (PBL) and their readiness for self-directed learning. In addition, the authors analyzed the relationship between readiness for self-directed learning and course content mastery using PBL. Students completed the Self-directed Learning Readiness Scale, the Problem-Based Learning Environment Inventory, and course content mastery exams. Students reported positive experiences with PBL and readiness for self-directed learning. Readiness for self-directed learning and 2 of 5 exam scores were inversely, significantly related. Students’ perceptions of their readiness for self-directed learning did not always correspond with course content mastery. Specifically, some students who perceived themselves as ready for self-directed learning did not perform well on course content exams. This inverse relationship has not been reported by other researchers and brings an interesting perspective to student perceptions and actual performance. Four themes emerged from students’ narrative responses: Prepared Me for Real Life Professional Situations, Stimulated My Critical Thinking, Promoted Independent Problem Solving, and Supported Learning Retention. PBL as a pedagogical approach provides opportunities for nursing students to explore their professional independence while attempting to master content.
The refugee crisis is an urgent global health issue; the number of displaced people has escalated to its worst point in recorded history. To explore the refugee phenomenon as a social determinant of health, this article examines the experience of Somali refugees in Minnesota. Health care barriers unique to refugees are explored through the first-person perspective of one Somali woman who ultimately became a nurse.