Learning Needs Assessment as a Vehicle for Integrating Staff Development Into a Professional Practice Model

Professional practice models (PPMs) guide nursing practice, professional behaviors, and clinical leadership. Health care continues to evolve (e.g., through health system mergers), and nurses may need to adopt and understand new PPMs to confidently align their interventions and professional nursing practice accordingly. The purpose of this project was to create an educational module about a new PPM based on the model of relationship-based care (RBC), which was adopted following a health system merger. The module was presented to a sample of nursing staff and leaders, who subsequently evaluated how it changed their confidence in and understanding and application of RBC in their professional nursing practice. Quantitative data showed that the module was an effective method to increase nurses' understanding of, and confidence in providing care utilizing, the RBC model. Qualitative data analysis generated themes (team building, need for self-care, being present, lack of time and resources, and resistance to or fear of change) about how implementation of RBC as the organization's PPM would change professional nursing practice, and barriers related to its implementation.

The Evolution of a Nursing Professional Practice Model Through Leadership Support of Clinical Nurse Engagement, Empowerment, and Shared Decision Making

The purpose of this article is to describe the development of a professional practice model (PPM) for advanced practice registered nurses (APRNs). A literature review was conducted on PPMs. Simultaneous review of authoritative resources, including The National Organization of Nurse Practitioner Faculties (NONPF) and the Licensure, Accreditation, Certification and Education (LACE) Consensus Model, was performed. An expert panel was established to validate the transformational advanced professional practice (TAPP) model. APRNs are relied upon by organizations to provide leadership in the delivery of high-quality, cost-effective health care while improving access and eliminating preventable morbidities. Existing models fail to fully capture the professional scope of practice for APRNs. The TAPP model serves as a framework to guide professional development and mentorship of APRNs in seven domains of professional practice (DOPP). To meet the Institute of Medicine's recommendations for the future of nursing, APRNs should practice to the fullest extent of their education and training. Providing clarification regarding the DOPP of the APRN role is needed to standardized professional practice. The TAPP model is an inspiring blueprint that allows APRNs to model the way by delivering comprehensive health care in seven DOPP.

RNs make measurable contributions to the health and wellness of individuals living in nursing homes. However, most nursing homes do not employ adequate numbers of professional nurses with specialized training in the nursing care of older adults to positively affect resident outcomes. As a result, many people never receive excellent geriatric nursing while living in a long-term care facility. Nurses have introduced various professional practice models into health care institutions as tools for leading nursing practice, improving client outcomes, and achieving organizational goals. Problematically, few professional practice models have been implemented in nursing homes. This article introduces an evidence-based framework for professional nursing practice in long-term care. The Everyday Excellence framework is based on eight guiding principles: Valuing, Envisioning, Peopling, Securing, Learning, Empowering, Leading, and Advancing Excellence. Future research will evaluate the usefulness of this framework for professional nursing practice.

To present the Careful Nursing philosophy and professional practice model which has its source in the skilled practice of 19th century Irish nurses and to propose that its implementation could provide a relevant foundation for contemporary nursing practice. Nursing models are widely considered not relevant to nursing practice. Alarming instances of incompetent and insensitive nursing practice and experiences of powerlessness amongst nurses are being reported. Professional practice models that will inspire and strengthen nurses in practice and help them to address these challenges are needed. Nursing history has been suggested as a source of such models. Discursive. Content analysis of historical documents describing the thinking and practice of 19th century Irish nurses. Identification of emergent categories and subcategories as philosophical assumptions, concepts and dimensions of professional nursing practice. A philosophical approach to practise encompassing the nature and innate dignity of the person, the experience of an infinite transcendent reality in life processes and health as human flourishing. A professional practice model constructed from four concepts; therapeutic milieu, practice competence and excellence, management of practice and influence in health systems and professional authority; and their eighteen dimensions. As a philosophy and professional practice model, Careful Nursing can engage nurses and provide meaningful direction for practice. It could help decrease incidents of incompetent and insensitive practice and sustain already exemplary practice. As a basis for theory development, it could help close the relevance gap between nursing practice and nursing science. Careful Nursing highlights respect for the innate dignity of all persons and what this means for nurses in their relationships with patients. It balances attentive tenderness in nurse-patient relationships with clinical skill and judgement. It helps nurses to establish their professional practice boundaries and take authoritative responsibility for their practice.

Community mental health nurses speak out: The critical relationship between emotional wellbeing and satisfying professional practice

Reframing evidence-based practice curricula to facilitate engagement in nursing students

BackgroundGender disparity has long been noted in nursing, a predominantly female-dominated profession. However, recently the increase in the number of male nurses disproves the existing belief that nursing is exclusively a female profession. Even though the studies have reported changing gender trends in nursing, the information is not sufficient and the effects of the changing trend on professional practice and professional development have not been explored. Therefore this study aims to assess the influence of gender in nursing on professional practice and development in Tanzania.MethodsThis was an analytical Hospital-Based Cross-sectional Study Design, conducted at four hospitals in Dar es Salaam, with 580 nurses between 20th May and 20th June 2024. Proportionate sampling was used to determine the required number of participants from each of the four facilities. Moreover, systematic random sampling was used to recruit participants from each facility. The validated questionnaire was used to obtain data, which were analyzed through descriptive and inferential statistics.ResultsAmong seventy items that measured professional practices, sixty three items indicated good professional practices among female nurses compared with their male counterparts male. On the association of gender in nursing to professional practice and development, the findings revealed no significant association between gender in nursing and professional practice (χ2 = 1.384; P = 0.239). Moreover, the item analysis revealed that male nurses have professional development in three items similar to female nurse who had shown professional development on other three items. Through binary logistic regression, male nurses were 0.528 (OR) times less likely to have good professional development than their female counterpart (P < 0.001; 95% CI: 0.379, 0.737). Several social demographic factors were found to be associated with professional practice and development.ConclusionIt was found that professional practice does not depend on gender in nursing, because the practice was optimal across both genders. Nurse’s self-image of nursing, facility factors, and professional development influence their professional practice. Moreover, gender in nursing is associated with professional development, indicating the existence of gender stereotypes in the distribution of opportunities between male and female nurses. The study recommends extending this cross-sectional study to nonclinical settings such as training institutions.

Through the 1990s most hospitals were involved in restructuring. As a result, maintaining professional nursing practice is challenging in these cost-constrained hospital environments. In new models of care, professional nursing practice expectations are often reconceptualized into multidisciplinary care team structures in which the team is empowered and becomes the focus rather than the individual nurse caring for her or his patient. Given that nurses provide the greatest part of patient care in hospitals, professional nursing practice has the potential to differentiate one hospital from another. Consequently, it is in the strategic interest of organizational policy makers to implement initiatives that support professional nursing practice.

Background: Critical reflection is an essential curricular component for learning from experience that determines placement quality in postsecondary experiential learning placements. However, there are poor empirical connections between the use of critically reflective processes and learning outcomes. Purpose: This research explored reflective processes professionals use in their practice and how these processes compare with the reflective activities postsecondary instructors in professional faculties use during experiential learning. Methodology/Approach: This collective case study used focus group interviews, field notes, and professional grey literature to examine the research questions. Findings/Conclusions: Professional training programs must align their reflective practices with more integrated and holistic models of reflective practice to better mirror the professional skills demanded in professional practice contexts. Professionals in context-laden professional environments should integrate reflective activities into their practice based on emergent, iterative, and cocreative models that are more like their lived realities at work. Reflective practices which better fit and mirror these lived realities may lead to better connections between reflective activities and work outcomes. Implications: Professional environments are complex, dynamic, and affected by contextual factors. New integrated and holistic models of reflective experience should replace the separated, stepwise, or automatic models that have guided reflective practices in the past.

How to pivot and make any Magnet® site visit successful.

Practice Models: Developing, Revising, and Adopting the Best Structure for Your Organization

One Nurse, One Life, Many Legacies: A Tribute: Nancy Kostel-Donlon, July 10, 1958-September 17, 2010

Resumen: La sociedad postmoderna basada en un modelo neoliberal cuestiona el fuerte componente valrico caracterstico del cuidado profesional de enfermera.Ante esta situacin surge la interrogante: Cmo se enfrenta la formacin valrica en los estudiantes de enfermera y cmo se viven estos en la prctica del cuidado?Objetivo: Analizar qu se ha investigado en los ltimos diez aos sobre la formacin tica en estudiantes de enfermera y en la prctica valrica de estos profesionales en una sociedad postmoderna.Metodologa: Revisin sistemtica mixta de carcter narrativo que considero los ltimos diez aos (2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)

Patients expect to be cared for by nurses who are not only competent but also behave professionally, so students must be educated to develop professional qualities. The Nursing and Midwifery Council stipulates that professional values must underpin education as well as practice (NMC, 2010a). Much has been written on the qualities of an effective role model and the potential barriers to becoming one. This article focuses on preregistration adult nursing education and role modelling, with a slant towards the development of professionalism, as opposed to skills competence. Attention is paid to the identity of students' role models and strategies for role modelling linked to teaching and the curriculum. Practice and academic staff have an equal stake in nurse education; for them to be seen equally as role models, there has to be a partnership approach to that education. Both practice and academic staff are able to exemplify behaviours and attitudes that directly influence the development of professionalism. This article is intended to stimulate discussion within and between nurse educators and practice-based staff about the impact their role modelling has on the development of adult nursing students' professional practice.