Category Archives: Education and training
Richard C. Lindrooth, PhD, is an associate professor at the University of Colorado Anschutz Medical Campus. Olga Yakusheva, PhD, is an associate professor of economics at Marquette University. Both are grantees of the Robert Wood Johnson Foundation’s Interdisciplinary Nursing Quality Research Initiative.
The Institute of Medicine (IOM) released the findings of its Committee on the Learning Health Care System in America in a report entitled “Best Care at Lower Cost: The Path to Continuously Learning Health Care in America”[i] in September, 2012. The report recognized that the complexity of clinical decision-making is rapidly increasing and that clinicians need to continuously update their skills in order to keep up with (1) rapidly expanding diagnostic and treatment options and (2) the increasingly complex and chronic clinical condition of patients. Given the growing external demands placed on nurses, the IOM reports that a critical determinant of the success of an organization in dealing with these demands is how “a learning health care organization harnesses its internal wisdom—staff expertise, patient feedback, financial data, and other knowledge—to improve its operations.”
Nurses in particular are in an excellent position to play a central role in creating a virtuous feedback loop such that it is feasible to continuously adjust and incrementally improve systems in response to rapidly changing external demands. The report, supported by the results of a growing and increasingly robust body of academic research, stresses the important role of leadership and management in fostering and maintaining an environment within which continuous learning could take hold.
Beverly Malone, PhD, RN, FAAN, is chief executive officer of the National League for Nursing (NLN). She was recently elected to the Institute of Medicine. Last month, the NLN announced the launch of Accelerating to Practice, a new program designed to help new nurses move more seamlessly from education to practice. It is the inaugural program of the NLN's Center for Academic and Clinical Transitions.
Human Capital Blog (HCB): Why is Accelerating to Practice needed?
Beverly Malone: We've always known that there is a difference between how nurse educators view graduates of nursing programs and how nursing directors view graduates. But we never knew how deep the divide was. A recent survey showed that 90 percent of educators thought that nurse graduates were doing just fine, but almost 90 percent of directors felt that nurse graduates did not have the skills that were needed to practice. That kind of a divide is not a small one. It has so much to do with how care is delivered, and the League felt compelled to do something about it.
HCB: What explains the divide?
Malone: We don't talk enough to one another. There are some exemplars out there where educators and administrators are on the same wavelength, and they have worked very hard to ensure that graduates are prepared in a way to move quality patient care forward. But overall, that's not the picture throughout the United States.
Have you signed up to receive Sharing Nursing’s Knowledge? The monthly Robert Wood Johnson Foundation (RWJF) e-newsletter will keep you up to date on the work of RWJF’s nursing programs, and the latest news, research, and trends relating to academic progression, leadership, and other essential nursing issues. These are some of the stories in the November issue:
For decades, experts have called for more team-based care but the movement has gained traction in recent years with more health professions schools incorporating interprofessional education into their coursework. Proponents say this kind of education will prepare students to practice in coordinated, well-functioning health care teams, which in turn will help meet increasing, and increasingly complex, patient needs. Officials in several professions are considering making interprofessional education and training a requirement for accreditation for health professions colleges and universities.
Gretchen Hammer, MPH, is executive director of the Colorado Coalition for the Medically Underserved. She works with local and state health care leaders and policy-makers to improve Colorado’s health care system.
Healing is both an art and a science. On one hand, clinicians are intensely driven by the quantifiable, the measurable, and the evidence-based algorithms that lead to accurate diagnosis and treatment as well as allow us to develop new innovations in medicine. However, healing is also an art. Patients are not just a collection of systems that can be separated out and managed in isolation of the whole patient. Each patient and their family has a unique set of values, life experiences, and resources that influence their health and ability to heal. Recognizing the wholeness and uniqueness of each patient is where the art of healing begins.
Empathy is defined as “the ability to understand and share the feelings of another.” It takes presence of mind and time to be empathetic. For clinicians, finding the balance between the necessary detachment to allow for good clinical decision making and empathy can challenging. This balance can be particularly difficult for students and new clinicians.
The Robert Wood Johnson Foundation (RWJF) will host a webinar on Monday, December 2, to present insights and best practices in diversity and inclusion for faculty success at colleges and universities. Through a New Lens will feature a distinguished panel of speakers who discuss lessons and strategies they have developed from their own work in academia. They will share insights and ideas on grants/funding, career development, networking, mentoring, and work-life balance.
The webinar will be held from 2:30-4:00 pm EST. Advance registration is required.
Heather J. Kelley, MA, is deputy director of the Robert Wood Johnson Foundation’s (RWJF) Future of Nursing Scholars program. Prior to this role, she was the program associate for RWJF’s Interdisciplinary Nursing Quality Research Initiative and a former vice president in a political advertising firm.
Three years ago, the Initiative on the Future of Nursing at the Institute of Medicine (IOM) set a revolution in motion with the release of The Future of Nursing: Leading Change, Advancing Health report. Among the bold recommendations offered in the report was the call to double the number of nurses with doctoral degrees by 2020.
RWJF recognizes the valuable contributions that PhD-prepared nurse scientists and researchers make in the lives of patients and families. Their discoveries have the potential to change our health care system. However, as the IOM report suggested, we do not have nearly enough doctorally prepared nurses seeking new solutions to ongoing problems. Currently, less than 1 percent of the nursing workforce has a doctoral degree in nursing or a related field.
Around the country, print, broadcast, and online media outlets are covering the groundbreaking work of Robert Wood Johnson Foundation (RWJF) leaders, scholars, fellows, alumni, and grantees. Some recent examples:
As the demand for nurses continues to grow and more people go into the field, it is important to encourage a focus on community-based health and population health, Yvonne VanDyke, MSN, RN, told Austin, Texas, NBC affiliate KXAN. Van Dyke is an RWJF Executive Nurse Fellow and senior vice president of the Seton Clinical Education Center in Austin, which is seeking to increase the number of nurses earning Bachelor of Science in Nursing degrees.
A new program funded by the RWJF New Jersey Health Initiatives (NJHI) is enlisting ex-military members to help enroll people in insurance plans in the state. NJHI Director Robert Atkins, PhD, RN, an RWJF Nurse Faculty Scholar alumnus, told New Jersey Spotlight that veterans are well suited to the job of insurance-application counselors because “they know about service, they know about working in teams.” The New Jersey Hospital Association is hiring 25 veterans as certified applications counselors with the $1.8 million NJHI grant.
Diverse Education profiles RWJF Harold Amos Medical Faculty Development Scholar alumnus and National Advisory Committee member Levi Watkins Jr., MD, about his work to promote diversity at Johns Hopkins Hospital. “The best way to recruit minority students is by example … and the intervention of mentors,” Watkins said. “Students don’t look at recruitment and diversity offices when they are choosing schools, but they want to see if there are faculty and students in the place that look like them.”
More than 1,000 veterans will obtain undergraduate degrees in nursing over the next four years with the help of a grant from the Health Resources and Services Administration. The grant was announced earlier this fall.
The multi-million-dollar effort, known as the Veterans’ Bachelor of Science in Nursing (VBSN) program, will allow veterans to build on their combat medical skills and experience and receive academic credit for prior military training and experience. The program provides funding to nine institutions to recruit veterans and prepare VBSN undergraduates for practice and employment in local communities, and also develop career ladders that include academic and social supports, career counseling, mentors, and linkages with veteran service organizations and community health systems.
Participating institutions include three in Florida: Jacksonville University, Florida International University, and the University of South Florida; two in Virginia: Hampton University and Shenandoah University; as well as the University of Texas at Arlington, the State University of New York at Stony Brook, Davenport University in Michigan, and the University of Alabama at Birmingham (UAB).
At a news conference yesterday in Albuquerque, New Mexico Governor Susana Martinez announced the establishment of a statewide common nursing curriculum, designed to increase the number of nurses with Bachelor of Science in Nursing (BSN) degrees in the state. She was joined at the event by leaders from the New Mexico Nursing Education Consortium (NMNEC), which led the effort to develop the curriculum and build partnerships between community colleges and universities.
NMNEC’s work is supported by the New Mexico Academic Progression in Nursing (APIN) initiative, a grantee of the Robert Wood Johnson Foundation (RWJF).
Implementation of this curriculum in New Mexico will allow nursing students to more easily transfer credits from community colleges within the state, so they can pursue BSNs without having to physically attend large universities like the University of New Mexico in Albuquerque or New Mexico State University in Las Cruces. For the first time, state community colleges will be able to partner with one of these universities to offer bachelor’s degrees in nursing.
More students than ever applied to and enrolled in the nation’s medical schools this year, according to data released by the Association of American Medical Colleges (AAMC).
Compared with last year’s figures, the total number of medical school applicants grew by 6.1 percent to 48,014, surpassing the previous record, set in 1996, by 1,049 students. Another important indicator of interest in medicine is first-time applicants, and they increased by 5.8 percent to 35,727 this year. The number of students enrolled in their first year of medical school exceeded 20,000 for the first time (20,055), a 2.8 percent increase over 2012.
“At a time when the nation faces a shortage of more than 90,000 doctors by the end of the decade and millions are gaining access to health insurance, we are very glad that more students than ever want to become physicians,” AAMC President and CEO Darrell G. Kirch, MD, said in a news release. “Students are doing their part by applying to medical school in record numbers. Medical schools are doing their part by expanding enrollment.” Kirch pushed for an expansion of residency training to accommodate the greater number of students studying to become physicians.