National League for Nursing

Aim:Identify desired training content for shift-working nurses to improve their sleep and fatigue.Design:A descriptive qualitative design.Methods:We recruited night shift nurses (N = 23) to provide feedback during virtual focus groups/interviews. Data collection occurred in the U.S. between March and June 2024. Participants were presented with sleep and fatigue topics derived from the literature. Focus group/interview data were collected and transcribed. Data were analysed using a hybrid deductive-inductive manifest content analysis with an a priori coding schema based on topics shared during data collection. Data not fitting the schema, yet informing content, were analysed inductively.Results:Three themes aligned with literature-derived topics. Theme 1, Why We Sleep and Why Should Nurses Care, explains the importance of sleep to health. Theme 2, Sleep Practices for Nurses to Support Health and Social Relationships, describes healthy strategies to promote sleep for enhanced quality of life. Theme 3, Fatigue and Work, illustrates the significance of nurse sleep and fatigue risk mitigation to safe working conditions and patient care.Conclusions:Study findings highlight night shift nurses’ interest in gaining evidence-based information to promote their sleep. Sleep education and training could fill a knowledge and skills gap, not often offered in school or workplace.Implications for the Profession:Identifying themes relevant to nurses may help increase the development and availability of sleep education and training currently tailored for nurses.Impact:Study findings describe content night shift nurses’ desire for sleep and fatigue training, serving as an important first step in developing programmes most relevant to shift-working nurses.Our analysis found the findings largely align with key components workers should receive in sleep education and training and reinforced the need for employers to offer such training.This study could benefit the nursing workforce and employers who expect rested, high-functioning nurses to care for patients.Reporting Method:Standards for Reporting Qualitative Research.Patient or Public Contribution:No patient or public contribution.Trial and Protocol Registration:Clinicaltrials.gov, NCT06105307

The Team Physician Consensus Statement delineates qualifications, duties, and responsibilities of the team physician and provides guidelines to individuals and organizations in selecting team physicians. These delineations and guidelines provide a foundation for best practices in the medical care of athletes and teams. The team physician's education, training, and experience uniquely qualify them to provide the best medical care for the athlete.This document is not intended as a standard of care and should not be interpreted as such. It is only a guide and, as such, is of a general nature, consistent with the reasonable, objective practice of the healthcare profession. Adequate insurance should be in place to help protect the physician, the athlete, and the sponsoring organization. This document was originally developed as the first in the team physician consensus series, representing an ongoing project-based alliance of the major professional associations concerned about clinical sports medicine issues. The organizations are as follows: American Academy of Family Physicians, American Academy of Orthopedic Surgeons, American College of Sports Medicine, American Medical Society for Sports Medicine, American Orthopedic Society for Sports Medicine, and the American Osteopathic Academy of Sports Medicine.

In the preamble to the 1946 World Health Organization (WHO) constitution, it is stated that “the enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition.” Guided by this proclamation, health equity is the North Star for health care professionals. As nurses, we strive for all people to have the opportunity to live their healthiest lives possible. With health equity inextricably tied to our most complex challenges and existential threats, educating a global, practice-ready workforce is essential to driving progress toward our North Star. Nursing education is fundamental to health, sustainability, equity, peace, and prosperity for all people and for the planet, now and into the future (United Nations, 2015). Given the urgent, worldwide need to prioritize the education of nurses to meet the challenges that lay ahead, the National League for Nursing (NLN) and the International Council of Nurses (ICN) have formed the ICN Education Experts Advisory Committee (ICNEE). The ICNEE is part of the ICN and, in partnership with the NLN, is housed within the NLN Institute for Diversity and Global Initiatives. For the next three years, I will serve as ICNEE’s inaugural chair of a committee of 14 members representing the six WHO regions (Africa: Lydia Aziato, Ghana/Madeleine Mukeshimana, Rwanda; Americas: Erna Snelgrove-Clarke, Canada/Josefa Vásquez Cevallos, Peru; Eastern Mediterranean: Nuhad Dumit, Lebanon/Salem Al-Touby, Oman; Europe: Cristina García Vivar, Spain/Christophe Debout, France; Southeast Asia: Sami Lama, Nepal/Suresh K. Sharma, India; Westen Pacific: Noriko Yamamoto, Japan/Ann Bonner, Australia). There are two at-large participants, NLN Chair Dr. Patricia Sharpnack and Dr. Nanthaphan Chinlumprasert of the ICN. In addition, ICN Deputy Chief Nursing Officer David Stewart is ICN nursing liaison, and Agustina Soto Acebal provides ICN secretariat support. The ICN mission is to represent nursing worldwide, advance the nursing profession, promote the well-being of nurses, and advocate for health in all policies (ICN, n.d.-a). The NLN mission is to promote excellence in nursing education to build a strong and diverse nursing workforce to advance the health of our nation and the global community. In accordance with both missions, the ICNEE aims to address: 1) the role of nurse educators worldwide, 2) the quality of nursing education, 3) opportunities and challenges for nursing education and clinical practice, 4) the impact of international nursing and nursing faculty shortages on preparation of nurses, 5) global issues affecting the health of all (e.g., climate, workforce shortages, advancing technology, artificial intelligence, diversity and inclusion, health equity) as they relate to education, and 6) nurse educator development and well-being. The ICNEE meets virtually three times a year and in-person every two years in conjunction with the ICN Congress. For the first virtual meeting in April 2024, ICN CEO Howard Catton and NLN President and CEO Dr. Beverly Malone provided an overview of the commitment of both organizations toward our important work. David Stewart then presented key data from three global reports: State of the World’s Nursing 2020 (WHO, 2020); Global Strategic Directions for Nursing and Midwifery, 2021–2025 (WHO, 2021); and Nursing Personnel Convention, 1977 (International Labour Organization, 1977). Strategic priorities from these reports framed our discussions about how we can contribute to updated editions. At our second meeting, held in July, we discussed our goals for the 2025 ICN Congress in Helsinki, Finland, where we will engage with attendees about nursing education priorities. The responses and recommendations we receive will be disseminated worldwide and help contribute to policy positions for nursing education, the ICN, and the NLN. More than 70 years after the adoption of the WHO constitution, the United Nations adopted 17 sustainable development goals (SDGs) under the overarching principle of leaving no person behind (Marmot & Bell, 2018; United Nations, 2015). Health equity reverberates as an outcome of the SDGs because success in these areas will result in environmental and economic benefits as well as equity benefits. We know, however, that if needed investments in the nursing profession are not made, starting with education and the development and well-being of educators, we will not succeed in advancing the overall health of individuals, families, communities, the global population, and the planet (ICN, n.d.-b).

Abstract BackgroundLayperson cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) use are vital for improving survival rates after out-of-hospital cardiac arrest (OHCA), yet their application varies by community demographics. We evaluated the concerns and factors influencing willingness to perform CPR and use AEDs among laypersons in high-risk, low-resource communities.MethodsFrom April 2022 to March 2024, laypersons in Northern Manhattan’s Community District 12 completed surveys assessing their attitudes toward CPR and AED use before attending Hands-Only CPR training. Fisher’s Exact Test assessed differences in concerns and willingness to perform CPR and AED use across racial-ethnic groups and compared low-resource communities with high-resource groups consisting of non-clinical staff across eight ambulatory sites.ResultsAmong 669 respondents, 64% identified as Hispanic, 58% were under 40, and 67% were female. Significant knowledge gaps were identified: 62% had never learned CPR, and 77% were unfamiliar with AEDs. Common concerns included fear of incorrect performance (67%), causing harm (56%), and legal repercussions (53%). Willingness to perform CPR was most influenced by familiarity with the victim (55% family vs. 67% non-family). The main barrier to AED use was a lack of operational knowledge (66%). Non-Hispanic Black participants expressed significantly greater concerns than their non-Hispanic White and Hispanic counterparts. Participants in high-resource settings (n=309) showed higher CPR and AED training rates with similar concerns.ConclusionsConcerns regarding CPR and AED use stem from a lack of confidence and training. Targeted, culturally sensitive community interventions are essential to address these barriers, enhance preparedness, and improve OHCA survival rates.

The identification of concussion risk factors, such as visible signs and mechanisms of injury, improves concussion identification. Exploring individual risk factors, such as concussion history, may help to improve existing concussion risk models and algorithms. The primary aim of the current study was to use machine learning techniques to develop a comprehensive, prospectively coded concussion risk model in professional hockey among players exhibiting visible signs. The secondary aim was to examine whether including concussion history improves model performance. Data from the National Hockey League (NHL) spotter program, including coded visible signs and mechanisms of injury associated with possible concussive events, were extracted from the 2018-2019 to the 2021-2022 seasons. Each unique spotter event was matched with data extracted from the medical record to determine whether the event was associated with a subsequent physician diagnosed concussion. We compared the ability of three machine learning-based approaches to identify the likelihood of physician diagnosed concussion: conditional inference tree, conditional inference random forest, and logistic regression. A total of 1563 unique events with visible signs were identified by spotters (183 leading to a concussion diagnosis). A randomly selected training sample had 1250 events (146 concussions) and the remaining set-aside test sample had 313 events (37 concussions). The obtained models performed at a high level with large effects in the training [area under the receiver operating characteristic curve (AUC) = 0.79] and set-aside test data (AUC = 0.82). Concussion history was retained in the tree and logistic regression models, with each additional prior concussion associated with a 1.32 times increased odds of concussion diagnosis. We present simple tree and logistic algorithms for concussion screening and as diagnostic aids. Our results show that player concussion history can explain additional risk above and beyond that explained by visible signs and mechanisms of injury alone.