Substance use disorder (SUD) is a persistent, relapsing condition that is present in approximately 10% of anesthesia providers, who, compared with other healthcare providers, face a greater risk of developing an SUD by virtue of constant access to medications. The ability of certified registered nurse anesthesiologists (CRNAs) to obtain or maintain employment after treatment for SUD treatment is not well documented. The purpose of this qualitative study was to explore challenges encountered by CRNAs in recovery as they attempt to reenter practice following SUD treatment. The phenomenon was explored through multiple-case study, using qualitative semistructured interviews with participants in four cases: CRNAs in recovery, CRNA colleagues, CRNA employers, and professional health program employees. Thirty-six participants conveyed their perspectives about challenges that CRNAs in recovery face upon reentry into practice following SUD treatment. The Worker Well-Being conceptual model was used to guide this study. The study revealed that more SUD education is a key facilitator for reentry, risk of relapse was a major concern, and stigma was the most significant barrier for CRNAs in recovery. Stigma persists as a considerable barrier in many facets of SUD, contributing to an increase in shame associated with having the disease.

IntroductionSensory processing challenges are commonly encountered in pediatric patients, particularly in those who are neurodivergent. We previously developed a novel clinical pathway (named “Sensory Pathway”) which aimed at improving patient care for those with sensory barriers via staff training, provision of sensory toolkits and early integration of families throughout the hospital stay. We hypothesized that utilization of this pathway will result in improved patient experience and provide valuable feedback to improve care.MethodsA voluntary survey was made available to all patients who utilized this resource as part of our hospital wide patient satisfaction survey. Qualitative data was coded using open coding as part of the constant comparison method data using NVivo 12 for Windows software for analysis. Software was used to create word clouds and clusters for visualization, which confirmed the themes and patterns that were noted from initial open coding.ResultsBetween 2021 and 2022, surveys were obtained from 160 patients who utilized the Sensory Pathway. More than 50% reported that the most helpful components of the pathway were the approach by the staff and sensory tools. The three major themes identified from the survey were (1) Tools and techniques that benefited their children; (2) Positive interactions and communication with the hospital staff, and (3) Suggestions for future improvement.ConclusionThe survey results highlight the importance of having tools readily available to aid with sensory regulation and comfort of patients during healthcare encounters, the value of a positive patient and staff encounter, as well as opportunities for improvement.

BACKGROUND:Engaging remote learners can be challenging for nurse educators. With an increase in virtual learning, nurse educators are seeking activities that support engagement and improve critical thinking.PROBLEM:Students in virtual classes need learning experiences that support critical thinking and involve appropriate case studies for knowledge application.APPROACH:Stop-action video vignettes as unfolding case studies employ technology that can facilitate critical thinking and active learning in a virtual setting. Stop-action video vignettes can be useful in enhancing student learning through 3 methods: video-based discussion, text-based discussion, and branching matrices.CONCLUSION:Stop-action video vignettes with unfolding case studies may provide effective and versatile activities to engage students and enhance learning.

Engaging remote learners can be challenging for nurse educators. With an increase in virtual learning, nurse educators are seeking activities that support engagement and improve critical thinking.Students in virtual classes need learning experiences that support critical thinking and involve appropriate case studies for knowledge application.Stop-action video vignettes as unfolding case studies employ technology that can facilitate critical thinking and active learning in a virtual setting. Stop-action video vignettes can be useful in enhancing student learning through 3 methods: video-based discussion, text-based discussion, and branching matrices.Stop-action video vignettes with unfolding case studies may provide effective and versatile activities to engage students and enhance learning.

This article examines the concept of telepresence and the use of video chat platforms to facilitate family and nurse presence in hospital settings. Ethical, technical, and logistical challenges for using video chat platforms at the bedside are addressed. In addition, the Community of Inquiry model is used to explore how human presence is facilitated in distance-accessible nursing education. Special focus is on the use of technology to meet the challenges of presence during virtual nursing instruction.

Background: Engaging remote learners can be challenging for nurse educators. With an increase in virtual learning, nurse educators are seeking activities that support engagement and improve critical thinking. Problem: Students in virtual classes need learning experiences that support critical thinking and involve appropriate case studies for knowledge application. Approach: Stop-action video vignettes as unfolding case studies employ technology that can facilitate critical thinking and active learning in a virtual setting. Stop-action video vignettes can be useful in enhancing student learning through 3 methods: video-based discussion, text-based discussion, and branching matrices. Conclusion: Stop-action video vignettes with unfolding case studies may provide effective and versatile activities to engage students and enhance learning

Background: Engaging remote learners can be challenging for nurse educators. With an increase in virtual learning, nurse educators are seeking activities that support engagement and improve critical thinking. Problem: Students in virtual classes need learning experiences that support critical thinking and involve appropriate case studies for knowledge application. Approach: Stop-action video vignettes as unfolding case studies employ technology that can facilitate critical thinking and active learning in a virtual setting. Stop-action video vignettes can be useful in enhancing student learning through 3 methods: video-based discussion, text-based discussion, and branching matrices. Conclusion: Stop-action video vignettes with unfolding case studies may provide effective and versatile activities to engage students and enhance learning

Educators may address multifaceted, pragmatic issues affecting various stakeholders by intersecting mixed methods research (MMR) with action research (AR) and community-based participatory research (CBPR) approaches. We explain conceptual, philosophical, and methodological features of MMR, AR, and CBPR and discuss advantages and challenges of intersecting them within a study. We introduce a mixed methods action research (MMAR) framework and, using examples from three studies that intersected MMR with AR and CBPR in different phases, we illustrate procedural steps for applying the MMAR framework and an MMAR study process model to design studies that drive meaningful and sustainable change in educational practice.

Sepsis is a dangerous and costly health care condition requiring prompt identification and emergency treatment. Bedside nurses have a crucial role in these early steps. Nurses should receive effective and timely education on identifying and treating sepsis in their patient populations. The purpose of this article is to review the literature and to identify how current sepsis education methods are addressing the gaps in nursing knowledge of sepsis. PubMed and CINAHL databases were used to search the literature. After inclusion and exclusion criteria were applied, nine articles were chosen for synthesis. Synthesis revealed three major themes: (a) assessing nurse sepsis knowledge, (b) using electronic learning methods for education, and (c) incorporating simulation into sepsis training. Gaps in the literature were also identified. [J Contin Educ Nurs. 2021;52(1):43-46.].

ABSTRACT Background Despite the long-term health benefits of physical activity, many Americans across the life span do not meet the recommended levels. However, physical activity discussions in the clinic setting may hold promise. The purpose of this study aimed to understand health care providers’ beliefs and practices about physical activity discussions being a part of patients’ health care treatment. Methods Semistructured, audiotaped interviews were conducted to elicit narratives from 10 health care providers. Interview data were transcribed verbatim, and then coded and analyzed by two qualitative researchers using NVivo12. Results Three major themes emerged were as follows: importance of regular physical activity counseling for vulnerable populations; patients’ lack of regular physical activity, including subthemes of lack of time, current health conditions, and social determinants of health; and health care provider’s reflections about their own physical activity. Conclusions Health care providers have an important role when it comes to promoting good health. Having physical activity discussions with patients at every clinic visit is a great opportunity to encourage patients to engage in healthy lifestyle behaviors such as regular physical activity. From this pilot study, implications for practice may include increased awareness of the health care providers to discuss physical activity at every visit, which may lead to improved provider–patient communications related to the benefits of daily physical activity behaviors. These discussions may even have a secondary gain of encouraging the providers themselves to adopt the healthy behavior and thereby serve as a role model for their patients.

Leveraging elements of game design and theories of human motivation, gamification provides a variety of techniques to engage learners in novel ways. Our Clinical and Translational Science Award created the software platform (Kaizen-Education©) to deliver gamified educational content in 2012. Here, we explore two novel use cases of this platform to provide practical insights for leveraging these methods in educational settings: (1) national training in rigor, reproducibility, and transparency and (2) attainment of learner competency (n = 7) as a gauge of curricular effectiveness across Master of Public Health degree tracks (n = 5). Data were captured in real time during player interaction with Kaizen-Education© to provide descriptive analyses of player engagement in both implementation examples. We then assessed item analysis to assess knowledge gain and competency attainment. We have just begun to leverage the potential for gamification to engage learners, enhance knowledge acquisition, and document completion of training, across various learning environments. We encourage a systematic approach to gamification applying insights from self-determination theory to learners and learning environments, a methodical approach to game design and rigorous analysis after implementation to generate evidence-based insights to maximize educational return for time invested.

Students develop soft skills through frequent feedback and reflection, but skill development is difficult to measure. Innovation skills are desired for many career directions. Innovation challenges, like the one described here, give students the opportunity to address real-world problems while working in teams. We developed a toolkit to assess student growth in important skills needed to become effective presenters, innovators, and leaders. Participants practiced giving and receiving feedback about contributions and team dynamics. Following the program, students reported increased confidence in communication and presentation skills. Students reflected upon the importance of feedback and reported improved teamwork following guided reflection sessions

BACKGROUND:Global organizations urge toward transformative, lifelong learning for nurses and midwives. Throughout Latin America and the Caribbean, strengthening the quality of nursing and midwifery education is top priority. A regional partnership of World Health Organization Collaborating Centers aimed to develop a user-friendly, culturally relevant, and adaptable educational quality improvement intervention.METHOD:Following the five-step ADDIE process, experts analyzed objectives and needs, designed activities and assessments, and determined optimum delivery of course content. A self-directed, asynchronous online course was developed, in line with regional needs and mandates. Three sequential online educational modules for English-speaking and Spanish-speaking nurse and midwife educators focused on (a) principles of teaching and learning, (b) instructional strategies, and (c) methods to evaluate students and courses. Content and design were externally reviewed and culturally adapted.CONCLUSION:Upon completion of pilot testing and evaluation, final course versions in both languages are expected to become freely accessible. [J Nurs Educ. 2020;59(1):38-41.].

Nurse educators frequently strive to collaborate and share innovative teaching ideas. Finding dedicated time to discuss ways to improve teaching by engaging students is often difficult. Faculty at one university discovered a way to use a new space in an addition to the school of nursing. Faculty meet monthly for "Coffee in the Collaboratory" to share, test, and develop teaching strategies for face-to-face and distance accessible courses. During the meetings, faculty embrace opportunities to practice using new technology. Icebreakers and student-centered learning activities are demonstrated and tested. Faculty take turns sharing how new ideas might be incorporated into both undergraduate and graduate programs. Discussions are spontaneous and fun in this relaxed and friendly environment. A "Coffee in the Collaboratory" meeting can be beneficial in both academic and clinical settings by providing time and space for nurse educators to get together and explore innovative teaching strategies. [J Contin Educ Nurs. 2020;51(8):387-388.].

Nursing faculty at the University of Alabama at Birmingham (UAB) incorporated design thinking (DT) into the curriculum of the UAB School of Nursing Honors Program as a framework for undergraduate students' immersion into research experiences. This article describes the experiences of students who participated in the first honors class that used DT and discusses how to incorporate DT into nursing research and quality improvement projects. Active learning strategies provided students various opportunities to conceptualize and apply the five-step DT process by identifying possible solutions to problems in clinical settings. Three major themes emerged from these reflections: trusting the process, cultivating empathy, and applying DT in the future. Students found that trusting the process of learning about DT facilitated their understanding of empathy's role in health care as they recognized DT's far-reaching applications beyond the honors program. A pragmatic, intuitive, and innovative approach to identifying problems and solutions, DT empowers nurses to creatively and confidently address issues they encounter to improve outcomes for their patients, health-care systems, and communities.

BACKGROUND:The clinical nurse leader (CNL) role was developed as a strategy for redesigning care delivery to address quality and safety gaps in health care. However, innovation competencies have never been assessed in this group.PURPOSE:The purpose of this study was to determine whether CNLs have different perceptions of innovation and their own competence to lead it, compared with other nurse leaders.METHODS:A web-enabled concurrent mixed-method survey design was used to compare self-reported innovation competencies between nurses in a leadership role and certified CNLs at a large academic medical center.RESULTS:A statistically significant difference between groups was found for only 1 competency, with non-CNLs rating themselves as more competent in the use of unconventional approaches than CNLs. Qualitative data showed wide variation in recognition of innovation and how it is defined.CONCLUSIONS:Replication of this study is needed with an increased sample size of CNLs to determine whether curriculum change is needed.

The rapidly changing healthcare landscape requires continuous innovation by clinicians, yet generating ideas to improve patient care is often problematic. This paper describes the development of a digital tool used in an interprofessional program designed to enhance collaborations between clinicians, undergraduate, and graduate STEM students, particularly biomedical engineering (BME). The program founders began by connecting clinicians and students through a course portal in a learning management system (LMS). They eventually secured internal funding to create an open access tool for posting and viewing problems, allowing interprofessional teams to rally around healthcare challenges and create prototypes for solving them. Results after three years of the program's inception have been encouraging, as teams have created devices and processes that have led to intellectual property disclosures, provisional patents, grant funding, and other productive interprofessional relationships. The open access tool has given clinicians and STEM students an outlet for convenient team formation around unsolved clinical problems and allowed a fluid exchange of ideas between participants across a variety of clinical disciplines.