Journal for nurses in staff development : JNSD : official journal of the National Nursing Staff Development Organization
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Rapid changes in health care and nursing education have necessitated an increased need for educators and clinicians to build alliances. Historically, the economic demand has been placed on clinical agencies to provide quality educational experiences for students. However, clinical agencies are increasingly refusing to precept students because of cost and liability issues. To secure and maintain optimal clinical experiences for students, nurse educators must learn to develop positive relationships with practicing nurses, contribute to staff education, and share educational responsibility in evaluating student learning.
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Allowing families to be present in the resuscitation room is an issue in sudden death situations. This study examined whether or not a class given to critical care and emergency nurses could change nurses' beliefs regarding the presence of family members in the resuscitation room. ⋯ It was found that nurses' beliefs regarding families in the resuscitation room during sudden death situations changed to a statistically significant level after attending a class. The study shows that an educational class can make a difference in the beliefs of nurses caring for families of sudden death victims.
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In staff development, varying methods of presentation can often make or break the learning process. A mock trial can help to increase nurses' awareness of the legal system and decrease the likelihood of a nurse being named in a medical negligence case. The mock trial presented at Texas Children's Hospital demonstrated what should and should not be documented and the importance of practicing within nursing standards of practice and hospital policies.
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Patient death is a stressful experience for the patient, family, and the healthcare team. Nurses-often have only informal resources for coping with the sadness and grief they might experience. Realizing the need for nursing grief support, a group of staff nurses from the intensive care unit formed a grief support group. Using information from the literature and critical incident stress debriefing, the group developed support interventions to aid intensive care unit staff after patient death.
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An internship program was developed for new graduate nurses hired in the critical care area. Program goals included facilitating growth and development of 21 newly graduated BSN nurses to prepare them to care for a critically ill adult. The program design included the support and guidance of university faculty for a 3-month period. ⋯ At completion of the program, all interns were hired by the participating hospital. Two interns elected to take medical-surgical positions. The remaining interns accepted positions within the critical care and "step-down" areas.