Background: Statistics from the Centers for Disease Control indicate that the use of e-cigarettes, vaping, and other electronic nicotine delivery systems (ENDS) are increasing although data on their safety is limited. While most employers ban smoking in the workplace, tobacco-free policies do not always extend specifically to e-cigarette products. Methods: An IRB approved exploratory, cross-sectional study was conducted to investigate occupational health professionals’ (OHPs) knowledge of e-cigarettes, vaping and ENDS and the ability to create change in tobacco-free workplace policies. A 91-item electronic survey was sent via email to 3248 OHPs who were members of the American Association of Occupational Health Nurses. Findings: A total of 299 surveys were returned, but only 230 completed the entire survey. Of those who completed the entire survey, those with advanced education had higher attitude toward change summary scores ( p = .043) and those with lower years of practicing had low scores for transformational leadership ( p = .039). Approximately 40% of individuals did not have or were unsure that a tobacco-free program was in place that included e-cigarettes, but the majority (90%) perceived their organizational leaders as interested in safety changes. Conclusions: The majority of respondents understood the health issues inherent in e-cigarettes, were open to implementing policies that included e-cigarettes but needed education and both managerial and employee support to implement policy changes. Application to Practice: OHPs are well positioned to be advocates for workplace education, policy development, and worker health promotion for smoking and vaping cessation by leading organizational change.

Universities enroll international students and often faculty receives minimal development prior to their arrival. An anonymous electronic survey was used to collect data from faculty and staff on their preparations for international students. Findings suggested formal instruction on how to educate international students, including tips for ESL challenges, might yield the most significant benefit for faculty ultimately adding to the success of the students. Faculty development prior to student arrival appears to be important, especially for those intending to interact with international students on a regular basis. Best practices can be gleaned from their shared experiences.

Background: Occupational health professionals (OHPs) are in a unique position to impact the health and well-being of employees at work and outside of work. One way of achieving this holistic health goal is to integrate the concept of Total Worker Health® (TWH) into the organization’s culture. It is critical for OHPs to develop the ability to incorporate TWH into their practices, yet there are gaps in our understanding of OHP’s attitudes toward change and toward TWH, their level of TWH knowledge, and the number of OHPs who have adopted TWH. Methods: An electronic survey was administered to a national sample of 4,777. This cross-sectional study used Qualtrics to record survey responses measuring knowledge of TWH, attitude toward change, resistance to change, transformational leadership ability, perception of organizational readiness, and leadership commitment. Findings: The total sample size was 253 (5.3%). Most respondents were bachelors prepared nurses (75.1%) with greater than 10 years’ experience (71.5%) and employed in manufacturing (42.6%). Approximately 74% ( n = 125) of respondents knew about TWH, but did not have a program in place or were unsure of the existence of one. A high percentage (74.0%) were open to implementing TWH, had favorable attitudes toward change ( M = 3.9 on a 5-point Likert-type scale), but needed education on how to move forward (56.0%). Conclusions/Application to Practice: Findings suggest that most OHPs know about TWH, but generally have not adopted the TWH concept at their worksites. However, they are open to implementing TWH programs and have favorable attitudes toward change.

Syllabus Selections: Innovative Learning ActivitiesRemote Learning Environments: Lessons Learned From Collaborative Small Group Activities MaryDee Fisher, DNP, RN, CPN, , and , DNP, RN, CPN Debra Wolf, PhD, RN, , PhD, RN MaryDee Fisher, DNP, RN, CPN and Debra Wolf, PhD, RN Published Online:January 20, 2021https://doi.org/10.3928/01484834-20210120-13View Full TextPDF 75.4 KB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinkedInRedditEmail SectionsMore"Remote Learning Environments: Lessons Learned From Collaborative Small Group Activities." Journal of Nursing Education, 60(2), p. 120Johnson D. W., Johnson R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company. Google ScholarPeck A., Preston M. (2017). The value of engaged students. National Association of Colleges and Employers. https://www.naceweb.org/career-readiness/competencies/the-value-of-engaged-students/ Google ScholarSlavin R. E. (1987). Development and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58(5), 1161–116710.2307/1130612 Crossref, Google ScholarZhang J., Cui Q. (2018). Collaborative learning in higher nursing education: A systematic review. Journal of Professional Nursing, 34(5), p. 378–388. 10.1016/j.profnurs.2018.07.007 Crossref Medline, Google Scholar Previous article Next article FiguresReferencesRelatedDetails Request Permissions InformationCopyright 2021, SLACK Incorporated[email protected]eduThe authors have disclosed no potential conflicts of interest, financial or otherwise.

Objectives:To examine the perceived impact of international educational experiences and cultural beliefs before and after completing a 1-year Masters of Science in Nursing program.Methods: An exploratory study was conducted among Chinese nurses studying abroad in a private medium-sized university in the United States.The 27-item electronic pre-survey was administered within 1 week of starting the program and the post-survey was administered 1 year later at the completion of the program.Results: Majority of participants(n = 25)were female,23-36 years of age.Findings revealed that the perceived impact of international educational experiences assessed at the start of the program was similar to the perceived impact measured at the end of the 1-year program,suggesting that the students learned and experienced what they anticipated.There was a significant impact on cultural beliefs from the start of the program compared with the end of the program suggesting that a 1-year study abroad program does influence cultural beliefs.Conclusions: Understanding what is important to provide in a study abroad program and providing the educational experiences identified by students as impactful are avenues to help host universities best develop their programs.Findings suggested that the 1-year program can influence foreign students' cultural beliefs,yet the professional and personal impact of this change warrants further study.

Background and objective: Studying abroad to expand professional development is growing worldwide with nurses traveling to different countries to expand their knowledge and skills. The impact a study abroad experience has on one’s professional role and personal life upon return is an important area of study. Depending on the individual and the level of support from hospital leadership, academic institutions and family, the experience could have a positive or negative impact on their professional role and personal life when returning to their home country. The objective of this study was to understand how a one-year study abroad experience impacted 1) Chinese nurses’ clinical practice, 2) their professional role, and 3) their personal life 6 months after returning home.Methods: A 10-item 6-month post entry electronic survey using Likert scale (1 = very weak to 7 very strong) and open-ended questions was developed. 29 Chinese nurses were invited to complete the survey via email invitation. Quantitative analysis was conducted on the first 5 questions and content analysis was conducted on the remaining 5 questions.Results: A total of 16 participants (55%) completed the survey. For the first 5 questions, a change was noted from students’ responses at program completion. For the last 5 questions, detailed examples of obstacles and challenges faced in their professional role and personal life following their return were shared.Conclusions: Findings suggest that while studying abroad influences one’s professional role and practice initially, the influence may not be enduring as the originating culture may have a stronger impact. Hosting and visiting organizations need to prepare individuals who study abroad to transition home successfully to meet both the professional role and personal life challenges one may face.

A case study was conducted to explore the experiences of Chinese nurses when completing a graduate nursing degree taught in English (as a second language) in the United States over a one-year period. The study explored language, academic, and social challenges perceived by the students, strategies used to overcome challenges, and academic support services designed to help students succeed in their studies. Survey data were collected at three different points in time, and three interviews were conducted with each participant. The study identified participants’ difficulty with academic writing, mixed experiences with speaking, moderate to high levels of strategy use, and appreciation of the support services offered. The study offered implications for improvements in pedagogies and programming for international students.

Fisher, MaryDee DNP, RN, CPN; Robb, Meigan PhD, RN; Wolf, Debra M. PhD, RN; Slade, Julie DNP, RN Author Information

Obesity is recognized as a national and global health epidemic. Commercial truck drivers (CTDs) have a higher obesity rate and lower life expectancy compared with the general population. CTDs work sedentary jobs with long hours that pose barriers to healthy eating and regular exercise. An evidenced-based practice (EBP) change project that used motivational interviewing (MI) and education regarding diet and exercise over a 4-week period was found to have a positive impact on CTDs behavior. Results revealed an increase in aggregated self-efficacy for weight loss (14.8%, exceeding the benchmark of 11%). For aggregated body mass index (BMI), CTDs lost a mean of 0.65 kg/m 2 , over a 4-week period which was statistically significant at p = .0001. The results suggest a short-term MI intervention can be effective when implemented as a clinical standard for CTDs.

• Gaps in literature on preparing for a cohort of International nursing students • Collaboration between U.S. University and an International government to provide higher education to bachelor-level nurses • Preparing faculty for a cohort of International nurses for a graduate level educational experience in the US • Development of an on-ground MSN three semester program for a cohort of International students

Introduction: Does age, level of education, or years of experience influence nurses’ ability to use the Internet safely? As visionary nurse leaders, one has a responsibility to support nurses’ level of e-Professionalism and use of the Internet to extend virtual services to patients and the community. Numerous articles caution nurses on the legal, ethical, and moral concerns in using the Internet, but few studies research nurses’ use of the Internet based on age, years of experience, and level of education. Objective: To explore nurses’ use of the Internet and social media. Methods: Nurses were invited to complete an Institutional Review Board (IRB) approved 51 questions electronic survey. Results: Nurses shared information regarding use of the Internet. Statistically, significant findings were noted based on one’s age, educational level, and years of experience. Conclusions: Nurse leaders need to assess and educate nurses in using social media for personal and professional needs in order to enhance the delivery of virtual services.

Occupational health nurses can advance their professional practices through virtual platforms (e.g., social media and mobile applications). Virtual platforms allow occupational health nurses to disseminate occupational safety and health information efficiently to employees, families, and other stakeholders. Occupational health nurses exchange information with employees, enhancing communication and disseminating appropriate and accurate safety and health information to workers and their families. This article assists occupational health nurses in understanding how to use social media and other mobile applications to enhance their practices.

Social media is a buzzword frequently referred to in marketing materials, general media, and personal conversations. Although many refer to the term social media, some individuals do not understand its meaning or how it affects their daily lives at work and home. Since the expansion of the Internet to web 2.0, multiple platforms of communication occur virtually through various social media. Understanding and learning how to use these platforms are essential to stay connected with friends, family, and colleagues; advance connections to professional organizations; and extend educational opportunities. This article presents basic information for occupational health nurses to improve their understanding of social media and how to communicate virtually using different platforms safely and securely.

The current academic environment is growing exponentially due to online learning. As such, it is important to include outstanding online learners in honor societies for recognition of their academic excellence. Recognizing this need coupled with having no honor society, nursing faculty from a small private university in Southwestern Pennsylvania created a virtual Nursing Honor Society to distinguish their online nursing students’ scholarly achievements. Discipline specific honor societies offer an opportunity for students and alumni to maintain a connection to the academic institution, fellow classmates, and alumni for professional networking and continuing education that has not been readily available to programs that provide education to online students. As such, technological strategies for planning and website development are offered to assist other institutions in creating virtual honor societies acknowledging their online learners scholarly achievements.

Occupational health nurses can advance their professional practices through virtual platforms (e.g., social media and mobile applications). Virtual platforms allow occupational health nurses to disseminate occupational safety and health information efficiently to employees, families, and other stakeholders. Occupational health nurses exchange information with employees, enhancing communication and disseminating appropriate and accurate safety and health information to workers and their families. This article assists occupational health nurses in understanding how to use social media and other mobile applications to enhance their practices.

Nurses' use of the Internet and social media has surfaced as a critical concern requiring further exploration and consideration by all health care organizations and nursing associations. In an attempt to support this need, the American Nurses Association (2011) published six principles of social networking that offered guidance and direction for nurses. In addition, the National Council of State Boards of Nursing (2011) published a nurse's guide to using social media. Surfing the Internet and using social media for professional and personal needs is extremely common among nurses. What is concerning is when nurses do not separate their professional and personal presence in the Virtual world. This article presents an Institutional Review Board-approved pilot survey that explored nurses' use of social media personally and professionally and offers recommendations specifically directed to the occupational health nurse.

The growth of online education has created a challenge to academic institutions, faculty, and professional honor societies with the desire to capture those students who excel in their field and retain institutional affiliation from a distance. A private university nursing program decided to meet this challenge by creating a virtual Nursing Honor Society (vNHS) for academically superior students from their RN-BSN, MSN, and DNP online programs. The process began with a task force of faculty members to develop an infrastructure that would support a student organization within a larger university academic system. This article presents the pre-planning process, the website design, the process of conducting virtual induction ceremonies, and committee structure for virtual events that established the vNHS. Challenges and lessons learned are presented to promote replication in other academic institutions that offer online programming. The vNHS has been beneficial for students and the larger University.

Commercial motor vehicle driving is a hazardous occupation, having the third highest fatality rate among common U. S. jobs. Among the estimated 14 million U. S. commercial motor vehicle drivers, the prevalence of obstructive sleep apnea is reported to be 17% to 28%. Despite the identified increased prevalence of obstructive sleep apnea among commercial motor vehicle drivers, federal law does not require that they be screened for obstructive sleep apnea. This article presents an evidence-based practice change project; the authors developed, implemented, and evaluated a screening program to identify commercial motor vehicle drivers' risk for obstructive sleep apnea during commercial driver medical examinations. The results of this practice change indicated screening for obstructive sleep apnea during the commercial driver medical examination led to improved identification of obstructive sleep apnea risk among commercial motor vehicle drivers and should be a clinical standard in occupational health clinics.