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Institute of Pediatric Nursing 3 rd Annual Invitational Forum for Pediatric Nursing October 27, 2011 Joan Stanley, PhD, CRNP, FAAN, FAANP.

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Presentation on theme: "Institute of Pediatric Nursing 3 rd Annual Invitational Forum for Pediatric Nursing October 27, 2011 Joan Stanley, PhD, CRNP, FAAN, FAANP."— Presentation transcript:

1 Institute of Pediatric Nursing 3 rd Annual Invitational Forum for Pediatric Nursing October 27, 2011 Joan Stanley, PhD, CRNP, FAAN, FAANP

2 Ghost of Nursing Education Present

3 IOM Future of Nursing: Leading Change, Advancing Health 4 Key Messages:  Nurses should practice to full extent of their education and training  Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic profession  Nurses should be full partners… in redesigning health care in U.S.  Effective workforce planning and policy making require better data collection and an improved information infrastructure.

4 IOM Impact on Nursing Education to “ Improve care of children and families”  Increase the proportion of RNs with baccalaureate degree to 80% by 2020  Double # of nurses with doctorate by 2010  Ensure that nurses engage in life-long learning  Prepare nurses to lead change to advance health  Implement nurse residency programs After pre-licensure or APRN program Transitioning into new clinical practice areas

5 Reflections on Pediatric Nursing Education of the Present IPN Curriculum Survey, 2011  Mean of 3 faculty teaching in UG program with graduate degree in pediatrics  83% said UG program did an excellent or good job preparing graduates to provide care to children and families  49% said had a pediatric stand alone course  20 % said had stand alone course & integrated content HI Curriculum Survey, 2003  Less than 1/3 of schools have gerontology certified faculty member  Only 76% of schools have at least 1 expert in gero on FT faculty  34% BSN programs had stand alone gero course  92% had integrated gero specific content (was 63% in 1997)

6 Reflections on Pediatric Nursing Education of the Present IPN Curriculum Survey, 2011  Competition for clinical practice sites is significant or moderate barrier for 75%  Insufficient number of FT qualified faculty 33%saw as a moderate or significant barrier AACN Enrollment & Graduations Report  Reasons for not accepting all qualified applicants in generic BSN programs – 62% insufficient number of faculty; 65% insufficient clinical sites

7 Glass may not be full enough but it isn’t half- empty !

8 Opportunities, Opportunities, Opportunities!  Kids are in the national spotlight – Michele Obama’s campaign – Let’s Move Concussions and sports injuries NHTSA – Keeping Our Kids Safe

9 AACN series: Essentials for Nursing Education  The Essentials of Baccalaureate Education for Professional Nursing Practice (2008)  The Essentials of Master’s Education in Nursing (2011)  The Essentials of Doctoral Education for Advanced Nursing Practice (2006)  The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (2010)

10 Provides the foundation for all baccalaureate nursing education – generic, RN to BSN, and entry- level MSN programs

11 Building the Case  “Baccalaureate education must include content and experiences across the lifespan, including the very young who are especially vulnerable”  “The percentage of the population under 18 years of age is 24.6%”  “U.S. infant mortality in 2006 ranked 38 th in the world” AACN Baccalaureate Essentials (2008, p. 6)

12 Enhancing Pediatric Nursing in today’s Baccalaureate Curriculum I. Liberal Education for Baccalaureate Generalist Nursing Practice ○ Behavioral health ○ Family theory ○ Growth & development ○ Diversity ○ Social justice

13 II. Basic Organizational and Systems Leadership for Quality Care and Patient Safety -Quality improvement -Patient safety -Identifying risks -System change strategies -Safe practices -Evidence based practice

14 III. Scholarship for Evidence-Based practice Best practices Translating evidence into practice Identifying practice issues and gaps in care Safe guarding vulnerable populations Nurse sensitive indicators

15 IV. Information Management & Patient Care Technology Safe use of new technology in care of children Databases focused on care of children and outcomes of care

16 V. Healthcare Policy, Finance, and Regulatory Environments Policy and regulation development Social justice Health care inequities Advocacy for kids and their families

17 VI. Interprofessional Communication and Collaboration Caring for kids and their families in teams Roles of nursing and other professionals in caring for kids Communicating with families and other members of the healthcare team

18 VII. Clinical Prevention and Population Health Health promotion, disease and injury prevention across the lifespan Lifestyles, behavioral change Role of the environment on health Genetic factors

19 VIII. Professionalism and Professional Values Social justice Impact of attitudes, values and expectations on the care of the very young Protect patient privacy and confidentiality Professional boundaries with patients and families

20 IX. Baccalaureate Generalist Nursing Practice Prepared to provide care for patients across the lifespan from the very young to the older adult Understand and respect variations of care, increased complexity and the increases use of resources in caring for patients who are vulnerable due to age, the very young… as well as disabilities and chronic diseases. Prepared to practice in a multicultural environment Recognize the relationship of genetics and genomics to health, prevention, screening,…. Implement holistic, patient-centered care that reflects an understanding of human growth and development,,, across the lifespan and in all healthcare settings.

21 Opportunities/Strategies for Enhancing Pediatrics in the Baccalaureate Curriculum  Curriculum Resource Guide Builds on Baccalaureate Essentials Helps faculty integrate pediatric-focused content into the entry-level curriculum Identifies available resources (web-based, journals, texts, associations) Identifies learning strategies and what Essentials/outcome competencies can be addressed

22 Web-based resources  PERC  APTR, Healthy People Successful Practices  NYU, Oral Health Initiative  Heart Smart Kids  Head Start I am Moving I am learning Little Voices for Healthy Choices Parenting Skills

23  Interactive, web-based case studies (only 32% said they used)  Podcasts or downloadable modules conversations with experts  Simulations (only 19% said they used for clinical experiences)  Identify available screening tools, e.g. cognitive level, child abuse  Identify “best or innovative” practices for clinical experiences & other learning strategies; for example day care, schools, libraries, day camps, specialty schools, after- school programs

24  Identify resources in community  Courses & resources on campus, in other departments Share courses, electives, faculty Service learning opportunities across disciplines Exemplars  Faculty Development Webinars Conference sessions Pre-conference sessions

25  NCLEX Work with NCSBN to X-walk NCLEX and identify questions & content areas Nominate item writers

26 AACN/UHC Post-Baccalaureate Residency Program  resources/nurse-residency-program resources/nurse-residency-program Marketing toolkit Evaluation data List of academic-practice partnerships  accreditation/standards-procedures- resources/nurse-residency

27 For additional thoughts or information: Joan Stanley, PhD, CRNP, FAAN, FAANP Senior Director of Education Policy American Association of Colleges of Nursing , ext. 254


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