Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience
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| Udgivet i: | Journal of Nursing Education vol. 64, no. 7 (Jul 2025), p. e64 |
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| Udgivet: |
SLACK INCORPORATED
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| Online adgang: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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| 001 | 3227919043 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 0148-4834 | ||
| 022 | |a 1938-2421 | ||
| 022 | |a 0022-3158 | ||
| 024 | 7 | |a 10.3928/01484834-20240612-03 |2 doi | |
| 035 | |a 3227919043 | ||
| 045 | 2 | |b d20250701 |b d20250731 | |
| 084 | |a 23497 |2 nlm | ||
| 100 | 1 | |a Adamski, Jennifer | |
| 245 | 1 | |a Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience | |
| 260 | |b SLACK INCORPORATED |c Jul 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Background Intraprofessional simulation and training in acute care nursing specialties can generate synergies that will promote safe, quality patient care. Method Implementation of multiple intraprofessional simulations across the life span allowed for sharing of faculty and simulation resources. Simulations encompassed both adult and pediatric patients and consisted of airway skills, point-of-care ultrasound, and a multi-skills day encompassing vascular access experiences, chest tube placement, and lumbar puncture. Results During 5 years, 235 graduate students across three advanced practice nursing specialties participated in the intraprofessional simulation. Learner feedback showed improved confidence, benefit to future practice, and improved clinical judgment via these intraprofessional simulations. Conclusion Future development of standardized and validated assessments to evaluate each skill will provide quantitative metrics for each clinical skill set and patient population. Further, additional initiatives will include both continuing and expanding intraprofessional simulation offerings, as well as developing interprofessional simulations with physician assistant and perfusionist colleagues. [J Nurs Educ. 2025;64(7):e64–e67.] | |
| 653 | |a Intubation | ||
| 653 | |a Emergency medical care | ||
| 653 | |a Students | ||
| 653 | |a Ventilators | ||
| 653 | |a Nursing education | ||
| 653 | |a Collaboration | ||
| 653 | |a Catheters | ||
| 653 | |a Accreditation | ||
| 653 | |a Point of care testing | ||
| 653 | |a Pediatrics | ||
| 653 | |a Advanced practice nurses | ||
| 653 | |a Skills | ||
| 653 | |a Patients | ||
| 653 | |a Simulation | ||
| 653 | |a Educational objectives | ||
| 653 | |a Knowledge | ||
| 653 | |a College campuses | ||
| 653 | |a Nursing care | ||
| 653 | |a Pandemics | ||
| 653 | |a Response rates | ||
| 653 | |a Ostomy | ||
| 653 | |a Didacticism | ||
| 653 | |a Ultrasonic imaging | ||
| 653 | |a Learning | ||
| 653 | |a Critical care | ||
| 653 | |a Competence | ||
| 653 | |a Nurses | ||
| 653 | |a Graduate Students | ||
| 653 | |a Minimum Competencies | ||
| 653 | |a Student Experience | ||
| 653 | |a Ventilation | ||
| 653 | |a Young Children | ||
| 653 | |a Simulated Environment | ||
| 653 | |a Student Evaluation | ||
| 653 | |a Skill Development | ||
| 653 | |a Psychomotor Skills | ||
| 653 | |a Student Participation | ||
| 653 | |a Allied Health Occupations Education | ||
| 653 | |a Aging (Individuals) | ||
| 653 | |a Professional Education | ||
| 653 | |a Educational Environment | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Wiltse Nicely, Kelly L | |
| 773 | 0 | |t Journal of Nursing Education |g vol. 64, no. 7 (Jul 2025), p. e64 | |
| 786 | 0 | |d ProQuest |t Health & Medical Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227919043/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3227919043/fulltextwithgraphics/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227919043/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |