Search

The knowledge domain of professional identity in nursing is the analysis and application of information derived from experiences, critical reflection, and scientific discovery from nursing and other disciplines. Knowledge guides role clarity, decision-making, and advocacy. Key concepts described in this column include mindset, innovation, clinical judgment, and reflection. [ J Contin Educ Nurs. 2024;55(7):328-330] .

Nurses in all settings need the clinical judgment ability to care for clients with fluid and electrolyte imbalances. An educational activity was developed using the Clinical Judgment Measurement Model to provide nursing professional development specialists with a tool to support the competency of nurses caring for these clients. [ J Contin Educ Nurs. 2024;55(2):59-61] .

Evidence-based practice can provide a guideline for teaching evolving information and guidelines related to communicable diseases. Teaching nurses with technology and the social constructivism framework allows for the transmission of knowledge and identification of knowledge limitations. The current health care challenges related to infectious diseases have provided opportunities for expanding how nurses are educated about evolving guidelines. This article provides an example of teaching nurses using the chain of infection. [ J Contin Educ Nurs. 2023;54(2):58-60.] .

Evidence-based practice (EBP) is foundational to nursing practice, but initiatives can be challenging to implement and sustain. A strategic process framework can successfully guide EBP initiatives. This column describes how nursing professional development specialists can teach nurses how to use a strategy process framework to guide an EBP initiative. [ J Contin Educ Nurs . 2022;53(11):483-485.] .

Teaching nurses how to create a personal and professional development plan is important to help them structure measurable, obtainable personal and career goals. Meaningful goals and metrics for career growth are critical to nurses' professional development. As nurses learn about creating a personal and professional development plan, they can personalize their nursing journey. This column describes how professional development specialists can teach nurses to create a personal and professional development plan. [ J Contin Educ Nurs . 2022;53(10):438-441.] .

Engaging clinical nurses in nursing research requires value for the nurses and a structured process. One way to involve nurses in research is through development of a research compendium. A professional development specialist can lead the creation of a research compendium. Identifying key stakeholders, developing a technologic infrastructure, piloting the compendium, gaining feedback, and identifying outcomes that will be evaluated are key. [ J Contin Educ Nurs . 2022;53(3):106-108.] .

Health care professionals must be adept at conducting and using evidence-based practice (EBP). No best method to teach EBP to health care providers exists. This article outlines the steps and key points found to be important when developing and teaching EBP to interprofessional executive health care teams. [ J Contin Educ Nurs . 2021;52(5):214-216.] .

The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform. [J Contin Educ Nurs. 2021;52(1):11-12.]., (Copyright 2021, SLACK Incorporated.)

Identifying process breaks that increase risks to patient safety in hospitals results in the need for educational interventions. These interventions must be effective to meet the needs of a diverse nursing staff. Finding ways to best reach nursing staff and overcome challenges requires creative solutions to keep a large, diverse nursing staff up-to-date on current and best practices. Strategies include blended learning, electronic distribution, and educational flyers to provide a variety of formats to meet the educational needs within the organization. [J Contin Educ Nurs. 2020;51(11):498-500.]., (Copyright 2020, SLACK Incorporated.)

A year-long Nurse Leadership Institute (NLI) for emerging leaders in primary care clinics and acute care environments was developed, implemented, and evaluated. The NLI's goal was to foster empowerment in interprofessional collaborative practice environments for nurses in the three cohorts of NLIs. The NLI was framed around the Five Leadership Practices of modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. To create a professional learning environment, foster community, and enhance leadership skills, the Lean In Circle materials developed by Sandberg were adapted for content reorganization and discussion. Minimal literature exists specifically addressing nursing leadership professionals' development based on Sandberg's Circle materials. The findings of the three NLI cohorts reported in this article begin to fill this existing knowledge gap. Participants reported a significant increase in leadership skills. Recommendations for refinement of future NLI offerings are provided. J Contin Educ Nurs. 2018;49(2):61-71., (Copyright 2018, SLACK Incorporated.)

Aim: Clinical nurse specialist (CNS) students at an urban Midwestern university participated in a study to describe their satisfaction with civic engagement (CE) learning activities., Methods: A descriptive and cross-sectional study design housed a faculty-developed CE learning module with four learning activities: (a) gaining interprofessional collaborative practice leadership experience in a mock incident command experience; (b) identifying, researching, and writing a legislative letter about an area of public and/or health policy concern; and (c) developing a professional online network LinkedIn account with experienced CNSs; (d) identifying potential mechanisms for achieving board membership on a civic or professional nursing organization. Faculty developed an online survey to determine student satisfaction through quantitative and qualitative data. Participants completed the survey at the end of the course., Results: Satisfaction with CE learning activities ranged from a mean of 6.07 to 6.75 on a 7-point Likert scale, with higher scores indicating more satisfaction. The overall mean score for CE activities was 6.27 (SD = 0.61) and mean score for course objectives' satisfaction was 6.55 (SE = 0.70). Students reported high satisfaction with their learning as a result of the CE activities., Conclusions: CNS students perceived high satisfaction with learning from the CE activities in this study., (© 2016 Wiley Periodicals, Inc.)

Purpose: To review and examine the literature supporting a professional sabbatical, a potentially viable and innovative change strategy that could renew, revitalize, and retain nursing staff practicing in the acute care setting., Method: A literature search was completed using multiple search engines to procure articles that could answer the question: What is the evidence related to professional sabbaticals in nursing?, Findings: The search yielded 19 articles: one historical document, eight scholarly business articles, and 10 nursing publications. The literature review revealed most sources described sabbaticals using anecdotal data and 14 of the 19 articles were labeled as expert opinion or consensus., Conclusion: Borrowing from the successes in academia and other non-nursing professions, a human capital investment opportunity exists to design and test nursing sabbaticals. The authors identified a nursing sabbatical as a viable option, which can enhance nursing retention and revitalization., (© 2011 Wiley Periodicals, Inc.)