Professional Development Practitioners Research Articles

Improving Adolescent Psychosocial Assessment through Standardized Patient Simulation: An Interdisciplinary Quality Improvement Initiative.

Adolescent suicide and mental illness have increased at alarming rates. Healthcare professionals report a lack of skill and confidence in obtaining adolescent histories and managing confidential care due to limited training in residency. Nursing professional development practitioners face challenges of adequately preparing interdisciplinary healthcare providers to assess, identify, and intervene at all points of contact with adolescents. To increase the confidence in clinical communication skills and clinical competency, and to increase the number of social work referrals related to modifiable risk factors for adolescent patients, a Texas pediatric tertiary care center utilized standardized patient (SP) methodology to supplement traditional clinical experiences with communication-focused education based on the Home, Education, Eating, Activities, Drugs, Sexuality, Suicidality, and Safety (HEEADSSS) interviewing. This quality improvement (QI) pilot demonstrated the benefits of utilizing standardized patient methodology in communication-focused education based on the HEEADSSS interviewing. Following the SP simulations, confidence in clinical communication skills increased by 13%, clinical competency in performing comprehensive psychosocial interviews increased by 11%, use of HEEADSSS increased by 64%, and social work referrals increased by 89%. This interdisciplinary SP interviewing simulation pilot was beneficial in improving the 36 physician and nursing residents' ability to conduct psychosocial assessments for risk factors of suicidality among adolescents.

Novice Preceptors Facilitating Nursing Student Clinicals: A Roadmap for Success.

Nursing professional development practitioners rely on nurse preceptors to guide the development of nursing staff and students. A lack of experienced preceptors may require individuals who have limited to no experience in precepting to serve in the preceptor role. Nursing professional development practitioners should be prepared to effectively support and develop novice preceptors. This article analyzes the development and implementation of a novel educational resource that assists the novice preceptor in facilitating nursing student clinicals.

How Implementing a Digital Competency Management System Reduced Nurse Training Cost and Improved NPD Practitioner Satisfaction in a Pediatric Hospital.

Traditional competency evaluations and manual tracking created a problem within one organization. Subjective competency assessments and inconsistent recordkeeping resulted in increased organizational costs. These factors increased the workload of nursing professional development (NPD) practitioners, leading to job dissatisfaction and turnover. The project lead evaluated how implementing a digital competency management system (CMS) affected nurse training costs and assessed NPD practitioners' satisfaction after the digital CMS conversion. A cost analysis compared training costs before and after implementation of a digital CMS. A pre- and postsurvey compared NPD practitioners' satisfaction before and after digital implementation. A digital CMS provided a centralized repository and educational platform, which saved $500,000 in training costs and increased NPD practitioners' job satisfaction by decreasing workload and creating meaningful mechanisms to accurately assess staff knowledge and skills. The NPD practitioners showed tangible outcome measures and return on investment by combining adult learning and technology. [J Contin Educ Nurs. 2024;55(5):239-245.].

Supporting Nurse Professional Development Practitioners Through an Academic-Practice Pilot Initiative.

Nurse professional development practitioners (NPDPs) support licensed nurses as they transition into practice. The NPDPs themselves benefit from opportunities to grow professionally in their role as educators. A nursing school and hospital leadership pilot initiative was conducted to support staff development for NPDPs at a Midwestern health system. Four sessions were developed by academic educators and presented to NPDPs: educational theory, backward curricular design, active learning strategies, and assessment and evaluation principles. The NPDPs who attended the seminar indicated that the program objectives were met and identified at least one change they planned to make in planning, course design, or evaluation. In addition, they requested future professional development opportunities. Planning and implementation of this pilot educational seminar provided valuable content for NPDPs. This pilot model can strengthen academic-practice partnerships and support ongoing staff development. [J Contin Educ Nurs. 2024;55(5):253-256.].

Be a Champion! An Approach to Medical Emergency Response In Situ Simulations in the Outpatient Setting.

Results from a needs assessment conducted by nursing professional development practitioners across several clinics in the Midwest showed current educational methods to prepare for medical emergencies were insufficient. A champion model was used to complete in situ medical emergency response simulations. This proved to be an effective method for staff preparation when resources were limited and identified opportunities for practice improvement.

Impact of the Pandemic on Newly Licensed Nurses' Role Transition Experiences.

This study examined differences in newly licensed nurses' role transition experiences while enrolled in a nurse residency program before and during the pandemic. The Casey-Fink Graduate Nurse Experience Survey measured baseline, 6-month, and 12-month program outcomes. The prepandemic cohort had higher subscale scores at baseline. Both cohort groups showed significant increases in role confidence, patient safety, communication/leadership, and job satisfaction. Despite the pandemic, nurse residency program completion rates remained stable. Implications for nursing professional development practitioners are presented.

Professional Development for Practitioners in Academia

Pracademia may be a new word to you. However, while you may not be immediately familiar with the term, you will be aware of the academic colleagues with professional industry experience who are the pracademics. Professional Development for Practitioners in Academia. Pracademia, edited by Jill Dickinson and Teri-Lisa Griffiths, is a highly readable and relatable (more of this later) collection. Divided into three sections, the book covers pracademic identities, professional development, and teaching practice. The authors bring an international perspective, from a range of disciplinary backgrounds, to a discussion of research and reflections on the topic of pracademia. Each chapter includes an ‘At a Glance’ opening list of key points and concludes with a ‘Points for Reflection’ set of questions. This structure provides the reader with a way into using the text as a prompt for deeper thought, reflection and interrogation of practice in relation to the ideas advanced in each chapter. As a result, the book is very user-friendly and chapters can be dipped into in light of the reader’s interests; however, beyond the CPD potential offered by this book it is also highly readable, through the authors’ stories, reflections and lived experiences as pracademics.

Design, Implementation, and Evaluation of a Learning Needs Assessment for Nursing Professional Development Practitioners.

The purpose of this descriptive study was to highlight how a system-level education department operationalized the 2022 Association for Nursing Professional Development Scope and Standards of Practice into a learning needs assessment (LNA) survey. This was a collaborative approach to LNA design, implementation, and evaluation. The LNA conducted among nursing professional development practitioners determined areas for educational improvement, barriers to nursing professional development, and identified standards and competencies critical to improving knowledge acquisition.

Nursing Professional Development Practitioners' Self-Perceived Influence.

In a quantitative study to determine nursing professional development (NPD) practitioners' self-perceived influence, influence was operationally defined as political skill. A sample of 989 NPD practitioners reported high-average overall levels of political skill. For those without formal leadership positions, networking ability, a subscale of political skill, was predicted by NPD certification and a graduate degree or higher. NPD practitioners can enhance their influence competency through education, certification, professional development, mentoring, and coaching.

Multisite Implementation of the Tiered Skills Acquisition Model for Orientation: Review and Analysis.

Nursing professional development (NPD) directors and practitioners are called to lead practice changes. Knowledge of implementation science and diffusion theory equips NPD professionals with the tools necessary for successfully influencing nursing practice. This article analyzes a multisite implementation of the tiered skills acquisition model for clinical orientation and provides NPD directors and practitioners with recommendations for effective implementation strategies that translate beyond clinical orientation to a variety of NPD programs and initiatives. [J Contin Educ Nurs. 2024;55(3):130-136.].

Work Engagement, Burnout, and Well-being in Nursing Professional Development Practitioners.

Work engagement, burnout, and well-being in nursing professional development practitioners during the second year of COVID-19 were explored. Increased levels of work engagement were associated with decreased burnout and higher levels of well-being. Significant differences were noted in work engagement and burnout among those with more than 1 year of nursing professional development experience. Examining the health of the specialty highlights current concerns and provides insight into developing interventions to address the consequences of the pandemic.

Trauma-Informed Professional Development: A Concept Analysis.

This study reports an analysis of the concept of trauma-informed professional development as it applies to staff nurses in health care organizations. There is an urgent need for interventions to protect staff nurses from the psychological impact of traumatic events. By integrating the principles of trauma-informed care into professional development practices, nursing professional development practitioners have a unique opportunity to support nurses and help to promote recovery from trauma-related mental health outcomes. Data were obtained from a content searching service. Walker and Avant's approach to concept analysis was used (2019). An operational definition of the concept of trauma-informed professional development as applied to staff nurses in health care organizations was developed. Potential benefits include staff nurse well-being, empowerment, resilience, and enhanced competency. Potential consequences for health care organizations include increased staff morale and retention. By applying trauma-informed professional development activities, nursing professional development practitioners can minimize negative consequences when teaching topics that could unintentionally adversely affect some participants. [J Contin Educ Nurs. 2024;55(2):69-77.].

'Tis the Season for Nursing Professional Development Practitioners.

'Tis the Season for Nursing Professional Development Practitioners.

Journey Toward Digital Transformation in the Age of COVID-19

A tertiary, non-profit academic medical center in California encountered the demands of a rapidly evolving set of COVID-19-related guidelines in 2020. Several outdated structures and processes were identified as operational inefficiencies compounded by siloed manual work, lack of role clarity, and increased operation costs. Thus, the department of nursing education began identifying opportunities for digital transformation to improve operational efficiency, streamline the scope of work, improve team collaboration, and reduce operating costs. Using Kotter’s eight-step process for leading change, implementing digital transformation decreased excessive costs. This was achieved by reducing nursing professional development practitioners’ time spent on task-related work by 63%, allowing them to practice at the highest level of their scope and training. Additionally, leadership support, innovation, conformity to experiment, visibility and accessibility of work, interdepartmental collaboration, and communication transparency were key factors for the success of digital transformation.

Innovative Strategies to Facilitate Newly Licensed Nurse Transition to Practice During the COVID-19 Pandemic: A Quality Improvement Project.

As healthcare facilities transition from initial phases of the COVID-19 pandemic, it is imperative to consider innovative strategies to overcome instructional challenges presented to nursing schools in order to maintain a competent workforce amidst nursing shortages and increasing patient volumes and complexity. Nursing professional development practitioners will play a pivotal role in revitalizing transition-to-practice programs to meet the demands of the new workforce. This article details an academia-practice initiative for newly licensed nurses who enter practice during the pandemic.

Exploring New Graduate Nurses' Perceptions of Factors Influencing Job Satisfaction and Resignation Ideation During COVID-19.

Using an observational design, new graduate nurses' perceptions of job satisfaction and resignation ideation during COVID-19 were explored. Higher job satisfaction was associated with higher self-confidence, lower stress, and working in first choice of unit. A higher likelihood of resignation ideation was associated with coworker incivility, higher stress, and not working in first choice unit. New graduate nurses need support from nursing professional development practitioners for challenges faced throughout the transition-to-practice year.

Building a Business Technology Foundation to Elevate the Future of a System Nursing Education and Professional Development Department.

Nursing professional development practitioners must be competent in business software applications to work at the top of their scope. However, there are no software application standards, resulting in a lack of clarity about competence. Individuals may believe they are well versed in an application, fail to seek education, and miss essential features. Nursing professional development practitioners can elevate their technological literacy significantly through a targeted technology self-assessment and peer-taught live course series.

Evaluating Agroforestry Extension Workers’ Technical and Human Relation Competencies: A Ranked Discrepancy Model Needs Assessment

Increasingly, agroforestry is being promoted to smallholders as a method to adapt to and mitigate climate change while addressing socio-economic limitations. Promoting agroforestry practices requires organizations to have competent staff with requisite knowledge, skills, and abilities (KSAs) for their roles. This study examined perceived competency training needs among international workers promoting agroforestry. A Ranked Discrepancy Model (RDM) was used to determine and prioritize the KSA training needs of agroforestry professionals in selected countries in the Global South. This study was conducted with a nonrandom snowball sample of 107 professionals who promote agroforestry to smallholder farmers. As a nonrandom sample, the results represent those who participated, and caution is warranted in generalizing. Agroforestry Extension professionals deemed all items as either average or important, and training gaps existed in all agroforestry KSAs; however, the most notable training gaps were in (a) agribusiness, and (b) pests and disease. The research provides insights into the training needs of agroforestry personnel promoting agroforestry to smallholders in selected areas across the Global South. This study contributes to the theory for both professional development researchers and practitioners with the inclusion of a Ranked Discrepancy Model.

Quantifying and Qualifying Nursing Professional Development Practitioner Workload.

Nursing professional development practitioners are integral leaders who continue to seek tangible ways to show their value. A tool was designed to capture workload based upon the scope and standards of nursing professional development practice and successfully captured the workload of over 200 practitioners. The measures used in this project can serve as a guide for others to describe nursing professional development practitioner workload.

Celebrating Nursing Professional Development Week: Take the Wheel.

As we celebrate Nursing Professional Development Week, September 10-16, 2023, individually, as a team, and collectively as a specialty, let us reflect on the road traversed, the present path, and the future course of nursing professional development. Celebrate your personal history, evolvement, and commitment to a future where nursing professional development practitioners continue to collaborate, innovate, and drive quality health care.