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Projections of future faculty demand To establish a better understanding of future needs, the committee asked the RWJF Nebraska Research Network to proj ect faculty demand for the next 15 years. This projection is based on historical nurse faculty retirement rates and on graduation trends in research-focused nursing PhD programs. Additionally, the faculty supply may be affected tilden by growing s of graduates with a DNP degree discussed later in this chapter who, as noted above, may be eligible for faculty positions in some academic institutions.

Insufficient Clinical Placement Opportunities As nursing education has moved out of hospital-based programs and into mainstream colleges and universities, integrating opportunities for clinical experience into coursework has become more difficult Cronenwett, Nursing leaders continue to confront challenges associated with the separation of the academic and practice worlds in ensuring that nursing students develop the competencies required to enter the workforce and function effectively in health care settings Cronenwett and Redman, ; Fagin, While efforts are being made to expand placements in the adult and more care is being delivered in community settings, the bulk of clinical education for students still occurs in acute registration settings.

The required of clinical hours varies widely from one program to another, and most state boards of nursing do not specify a minimum of clinical hours in prelicensure programs NCSBN, It is likely, moreover, that many of the clinical hours fail to result in productive learning. Students spend much of their clinical chat performing routine care tasks repeatedly, which may not contribute ificantly to increased learning.

Faculty report spending most of their time supervising students in hands-on procedures, leaving little time focused on fostering the development of clinical reasoning skills McNelis and Ironside, An example of without partnerships in community settings is nurse-managed health centers discussed in Chapter 3which serve a dual role as safety net practices and clinical education sites. Another, commonly used model is having skilled and experienced practitioners in the field oversee student clinical experiences.

According to a recent integrative review, using these skilled practitioners, called preceptors, in a clinical setting is at least as effective as traditional approaches while conserving scarce faculty resources Udlis, A variety of other clinical partnerships have been deed to increase capacity in the face of nursing faculty shortages Baxter, ; DeLunas and Rooda, ; Kowalski et al. Registfation addition to academic—service partnerships and preceptor models, the use of high-fidelity simulation offers a potential solution to the problem of limited opportunities for clinical experience, with early studies suggesting the effectiveness of this approach Harder, To establish uniform guidelines for educators, accreditation requirements should be evaluated and revised to allow simulation to fulfill registrwtion requirement for a standard of clinical hours.

The use of simulation in relationship to the promotion of interprofessional education is discussed below. Increased attention is being focused on the dedicated education unit DEU as a viable alternative for expanding clinical education capacity Moscato et al. In this model, health care units are dedicated to the instruction of students from one program.

Staff nurses who want to serve registraton clinical instructors are prepared to do so, and faculty expertise is used to support their development and comfort in this role. Since then, the University of Portland has helped at least a dozen other U.

Early suggest the DEU can dramatically increase capacity and have a positive effect on satisfaction among students and nursing staff. DEUs offer benefits for the nursing schools, the hospitals, the faculty, and the students. Because the hospital employs the clinical instructors, the nursing school can increase its enrollment without increasing costs.

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The hospital benefits by training students it can hire after their graduation and licensure. Students benefit by having consistent clinical instructors each day, something not guaranteed under the traditional preceptorship model. As the case study in Box shows, the benefits of DEUs extend beyond the academic environment to the practice setting as well.

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Need for Wituout and Asult Curricula A look at the way nursing students are educated at the prelicensure level 11 shows that most schools are not providing enough nurses with dithout required competencies in such areas as geriatrics and culturally relevant care to meet the changing health needs of the U. The majority of nursing schools still educate students primarily for acute care rather than community settings, including public health and long-term care.

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While adult dating, you can find friends for adult dates, and get laid if you and your aeult want to get it on! ❶Nurses who receive certification, including those serving in all advanced practice roles, provide added assurance to the public that they have acquired the specialized professional development, training, and competencies required to provide safe, quality care for specific patient populations. While efforts are being made to expand placements in the community and more care is being delivered in community settings, the bulk of clinical education regietration students still occurs in acute care settings.

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Increased attention is being focused on the dedicated education unit DEU as a viable alternative for expanding clinical education capacity Moscato et al. Mastery of the competency is achieved to the satisfaction of the faculty without the normal time-bound semester structure IOM, Imparting emerging competencies, such as quality improvement and systems thinking, is also key to developing a more highly educated workforce. According to a recent integrative review, using these skilled practitioners, called preceptors, in a clinical setting is at least as effective as traditional approaches while conserving scarce faculty resources Udlis, The hospital benefits by training students it can hire after their graduation and licensure.

Assessing Competencies Changes in the way competencies are assessed are also needed. In addition to academic—service partnerships and preceptor models, the use of high-fidelity simulation offers a potential solution to the problem of limited opportunities for clinical experience, with early studies suggesting the effectiveness of this approach Harder, Certification is time-limited, and maintenance of certification requires ongoing acquisition of both knowledge and experience in practice.

Although 13 percent of nurses hold a graduate degree, fewer than 1 percent 28, nurses have a doctoral degree in nursing or a nursing-related field, the qualification needed to conduct independent research HRSA, b. Defining an agreed-upon set of core competencies across health professions could lead to better communication and coordination among disciplines see the discussion of the Interprofessional Education Collaborative below for an example of one such effort.

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The intricacies of care coordination are not adequately addressed in most prelicensure programs. From Continuing Education to Continuing Competence Nurses, physicians, and other health professionals have long depended on nebarska education programs to maintain witgout develop new competencies over the course of their careers. Advances have been realized, for example, in the prevention of pressure ulcers; the reduction of high blood pressure among African American males; and the models described elsewhere in this report for providing transitional care after hospital discharge and for promoting health and well-being among young, disadvantaged mothers and their newborns.|I love to go out, hiking camping, the beach, the forest.

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