Thursday, February 25, 2016
Congratulations to Beth Winokur, PhD, RN, CEN, Dana Rutledge, PhD, RN and Amy Hayes, MSN, RN for their newly published article on factors that motivate or impede nurses employed by a Magnet® organization to pursue a baccalaureate education. SJO employees have access to the full article through Burlew Medical Library. Contact library staff for more details. MAGNET® FACILITY NURSES: PURSUING A BACCALAUREATE DEGREE IN NURSING ELIZABETH J. WINOKUR, PHD, RN, CEN, DANA N. RUTLEDGE, PHD, RN, AND AMY HAYES, MSN, RN Abstract: The aim is to explore factors that motivate and obstacles that impede nurses from pursuing baccalaureate education when employed by a Magnet® organization. In the Future of Nursing (2011), the Institute of Medicine concluded that the baccalaureate should be the minimum education for nurses. Magnet organizations are encouraged to meet the Institute of Medicine goal of 80% of nurses with a baccalaureate by 2020. In February 2014, a 15-item on-line survey was sent to nurses at a western Magnet-designated hospital to assess factors that motivate registered nurses to achieve a baccalaureate. Descriptive statistics and a general thematic analysis were completed. A 20% response rate (N = 191) was achieved. Most respondents (78%) entered nursing as associate degree/diploma graduates, and most (84%) either had a baccalaureate or master's degree or were currently enrolled in school. Encouragement from other nurses was the factor most frequently selected as facilitating return to school. Impeding factors included age and family responsibilities. A minority of nurses reported that they did not believe that a baccalaureate would make them a better nurse. Findings suggest that peer and leadership support play a larger role in facilitating baccalaureate completion more than previously reported. Additional research is needed to explore the role of registered nurse to registered nurse encouragement in facilitating educational advancement. (Index words: Magnet; Baccalaureate education; Nursing education; Motivation; Education, post RN; School re-entry) J Prof Nurs 0:1–9, 2016.
Posted by Danielle Linden, MLIS, AHIP at 10:03 AM
Thursday, February 11, 2016
Burlew Medical Library website. Or contact the library at 714-771-8291 for assistance. Building research capacity and productivity among advanced practice nurses: an evaluation of the Community of Practice model. Journal of Advanced Nursing, Mar2016; 72(3): 605-619. Nurses' Research Capacity, Use of Evidence, and Research Productivity in Acute Care. Journal of Nursing Administration, Jan2016; 46(1): 12-17. Advancing Nursing Research in Hospitals Through Collaboration, Empowerment, and Mentoring. Journal of Nursing Administration, Dec2015; 45(12): 600-605. Bridging the Research-to-Practice Gap: The Role of the Nurse Scientist. Seminars in Oncology Nursing, Nov2015; 31(4): 298-305. Nurses' Use of Evidence-Based Practice in Clinical Practice After Attending a Formal Evidence-Based Practice Course.Connor, Linda; Dwyer, Patricia; Journal for Nurses in Professional Development, Jan/Feb2016; 32(1): E1-E8. Evidence-based nursing. Designing a unit practice council structure. Nursing Management, Jan2016; 47(1): 15-18. Strategies to promote practice nurse capacity to deliver evidence-based care. Journal of Health Organization & Management, 2015; 29(7): 988-1010. Magnet Accreditation Leads to Greater Patient Satisfaction. American Association of Critical-Care Nurses; Jan2016; v.8. n.1, 7-7. Hospital Magnet Status, Unit Work Environment, and Pressure Ulcers. Journal of Nursing Scholarship, Nov2015; 47(6): 565-573. Doctor of Nursing Practice: The Role of the Advanced Practice Nurse. Seminars in Oncology Nursing, Nov2015; 31(4): 263-272.
Posted by Danielle Linden, MLIS, AHIP at 4:07 PM