18 minute read
Neonatal Intensive Care Unit
Preparation
Thank you for your participation in “Nursing Students’ Experiences on NCLEX-RN Preparation,” a new continuing education (CE) activity offered by NYSNA. NYSNA members and nonmembers are invited to take part in this activity; you do not need to be a resident of New York State.
INSTRUCTIONS
In order to receive contact hours for this educational activity, participants are to read the article presented in this issue of The Journal, complete and return the post-test, evaluation form, and earn 80% or better on the post-test.
This activity is free to NYSNA members and $10 for nonmembers. Participants can pay by check (made out to NYSNA;) or credit card. The completed answer sheet and evaluation form may be mailed or faxed back to NYSNA; see the evaluation form for more information.
The New York State Nurses Association is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.
This program has been awarded 1.0 contact hour through the New York State Nurses Association Accredited Provider Unit.
The New York State Nurses Association is accredited by the International Association for Continuing Education and Training (IACET) and is authorized to issue the IACET continuing education units (CEUs).
The New York State Nurses Association is authorized by IACET to offer 0.1 CEUs for this program.
In order to receive contact hours and CEUs, participants must read the entire article, fill out the evaluation form, and get 80% or higher on the post-test.
Presenters disclose no conflict of interest.
NYSNA wishes to disclose that no commercial support was received for this educational activity.
All planners/authors involved with the development of this independent study have declared that they have no vested interest.
NYSNA program planners and authors declare that they have no conflict of interest in this program.
INTRODUCTION
The first-time NCLEX-RN pass rate is an important figure to many stakeholders. Primarily, student nurses invest their time, money, and professional prospects on an educational program designed to prepare them for successful entry into the nursing workforce. Academic programs require adequate NCLEX-RN pass rates in order to maintain accreditation. The ongoing nursing staff shortages demand that qualified individuals obtain licensure for practice. This article presents findings from a qualitative multiple case study exploring student experiences on NCLEX-RN preparation. Kolb’s Learning Style Inventory was used to explore students’ learning styles and thematic findings are discussed. The study provides recommendations for nursing educators and leaders that can be used to improve NCLEX-RN pass rates.
LEARNING OUTCOME
Participants will identify learning styles and approaches associated with successful first-time student pass rates on the NCLEX-RN.
OBJECTIVES
By completion of the article, the reader will be able to: 1. Distinguish between learning styles and learning approaches. 2. Describe the elements of two learning approaches that help students prepare for the NCLEX-RN. 3. Identify nursing education strategies to support nursing students in preparing for the NCLEX-RN.
Please answer either True or False to the questions below. Remember to complete the answer sheet by putting the letter of your corresponding answer next to the question number. Each question has only one correct answer.
The 1.0 contact hours and 0.1 CEUs for this program will be offered until December 1, 2024.
1) Accreditation of academic nursing programs is contingent upon the average GPA of students and not on NCLEX-RN pass rate. a. True b. False
2) Using the in-depth learning approach, students relate concepts to each other to get the entire picture. a. True b. False
3) Kolb’s Learning Style Inventory is a self-scored tool that can help identify a student’s learning style. a. True b. False
4) The author’s findings support Kolb’s Experiential Learning Theory model. a. True b. False
5) Having a study plan and remaining focused on academic goals helped students pass the NCLEX-RN on their first attempt. a. True b. False
6) The study suggests that nursing educators should plan study strategy seminars for students in associate degree nursing programs. a. True b. False
7) The study recommends that nursing programs identify students’ preferred learning styles as a strategy to ensure success on the NCLEX-RN. a. True b. False
8) The author suggests that incorporation of NCLEX-style questions into class exams would improve students’ confidence on the actual
NCLEX-RN. a. True b. False 9) The majority of study participants prepared an organized schedule for studying practice questions and materials and taking time for personal activities and breaks. a. True b. False
10) A learning style is how a student grasps and comprehends new information, whereas learning approaches are methods by which a student studies new concepts. a. True b. False
Please print legibly and verify that all information is correct.
First Name: MI: Last Name:
Street Address:
City:
Daytime Phone Number (Include area code):
Email: State: ZIP Code:
Profession:
NYSNA Member # (if applicable): License #: Currently Licensed in NY State? Y / N (Circle one)
License State:
PAYMENT METHOD
Check—payable to New York State Nurses Association (please include “Journal CE”). Credit Card: Mastercard Visa Discover American Express
Card Number: Expiration Date: / CVV#
Name: Signature: Date: / /
Please print your answers in the spaces provided below. There is only one answer for each question.
1._________ 6._________ 2._________ 7._________ 3._________ 8._________ 4._________ 9._________ 5. _________ 10._________
Please complete the answer sheet above and course evaluation form on reverse. Submit both the answer sheet and course evaluation form along with the activity fee for processing. Mail to: NYSNA, attn. Nursing Education and Practice Dept. 131 West 33rd Street, 4th Floor, New York, NY 10001 Or email to: education@nysna.org or fax to: 212-785-0429
Please use the following scale to rate statements 1–7 below: Poor Fair Good Very Good Excellent
1. The content fulfills the overall purpose of the CE Activity. 2. The content fulfills each of the CE Activity objectives. 3. The CE Activity subject matter is current and accurate. 4. The material presented is clear and understandable. 5. The teaching/learning method is effective. 6. The test is clear and the answers are appropriately covered in the CE Activity. 7. How would you rate this CE Activity overall?
8. Time to complete the entire CE Activity and the test? ____ Hours (enter 0–99) _____ Minutes (enter 0–59)
9. Was this course fair, balanced, and free of commercial bias? Yes / No (Circle one)
10. Comments:
11. Do you have any suggestions about how we can improve this CE Activity?
Thank you for your participation in “Nurses Unions Can Help Reduce Stress, Burnout, Depression, and Compassion, Fatigue Part 4: Promoting Quality Nursing Care Through Better Self-Care Pilot Study Results,” a new continuing education (CE) activity offered by NYSNA. NYSNA members and nonmembers are invited to take part in this activity; you do not need to be a resident of New York State.
INSTRUCTIONS
In order to receive the 1.0 contact hour for this educational activity, participants are to read the article presented in this issue of The Journal, complete and return the post-test, evaluation form, and earn 80% or better on the post-test.
This activity is free to NYSNA members and $10 for nonmembers. Participants can pay by check (made out to NYSNA) or credit card. The completed answer sheet and evaluation form may be mailed or faxed back to NYSNA; see the evaluation form for more information.
The New York State Nurses Association is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.
This program has been awarded 1.0 contact hour through the New York State Nurses Association Accredited Provider Unit.
The New York State Nurses Association is accredited by the International Association for Continuing Education and Training (IACE) and is authorized to issue the IACET continuing education units (CEUs).
The New York State Nurses Association is authorized by IACET to offer 0.1 CEUs for this program.
In order to receive contact hours and CEUs, participants must read the entire article, fill out the evaluation, and get 80% or higher on the post-test.
Presenters disclose no conflict of interest.
NYSNA wishes to disclose that no commercial support was received for this educational activity.
All planners/authors involved with the development of this independent study have declared that they have no vested interest.
NYSNA program planners and authors declare that they have no conflict of interest in this program.
INTRODUCTION
The reduction of workplace stress is a priority identified by the National Institute for Occupational Safety and Health for all industries. In health care, nurses report a disproportionate level of workplace stress with consequential adverse physical and mental health. A silent operator, workplace stress leads to burnout and turnover, cost to healthcare organizations, and reduced quality of care. The New York State Nurses Union (NYSNA) developed a pilot program to reduce workplace stress through the use of self-care exercises. This peer-led initiative was evaluated prior to, during, and upon completion using combined quantitative and qualitative methods. It examined the efficacy of several self-care exercises over the duration of the study, the experience of peer leaders, barriers to nurse participation, identified leading nurse stressors, and analyzed whether there was a change in symptoms attributed to work-related stress. The study explored the role of the union in facilitating workplace stress reduction so as to promote quality nursing care.
LEARNING OUTCOME
Participants will identify how the integration of daily self-care strategies through a peer-led stress-reduction program can mitigate the harmful consequences of workplace stress.
OBJECTIVES
By completion of the article, the reader will be able to: 1. Identify environmental and workload stressors that nurses face daily. 2. Analyze stress-reduction strategies. 3. Identify the negative consequences of workplace stress on health and professional well-being. 4. Define the efficacy and barriers of a peer-led stress reduction program.
Please answer either True or False to the questions below. Remember to complete the answer sheet by putting the letter of your corresponding answer next to the question number. Each question has only one correct answer.
The 1.0 credit hour and 0.1 CEU for this program will be offered until December 1, 2024.
1) The literature suggests that a few simple factors contribute to workplace stress. a. True b. False
2) Effects from workplace stress include headaches, impaired personal relationships, poorer work performance, and reduced patient safety. a. True b. False
3) The majority of nurses who have access to a workplace stress-reduction program participate in it. a. True b. False 7) Deep breathing helped participants “slow things down,” which helped them focus more clearly on tasks at hand. a. True b. False
4) Participants identified improvements in their relationships with coworkers and a more positive work environment when engaging in peer-led stressreduction programs. a. True b. False 8) Some participants found that linking a self-care exercise with an activity, such as handwashing or an alarm on their phone, helped them overcome the challenge to remember to use the exercise. a. True b. False
5) A pilot study conducted by nurses demonstrated that mental health may have been improved through the use of self-care exercises for stress- reduction. a. True b. False
6) The short-term length of the program was identified as a barrier to conducting a peer-led stress-reduction program. a. True b. False 9) Integrating self-care into routine daily work life can effectively reduce work stress for individuals and peer groups. a. True b. False
10) Workplace stress can cause body aches, sleep disruption, and burnout. a. True b. False
Please print legibly and verify that all information is correct.
First Name: MI: Last Name:
Street Address:
City:
Daytime Phone Number (Include area code):
Email: State: ZIP Code:
Profession:
NYSNA Member # (if applicable): License #: Currently Licensed in NY State? Y / N (Circle one)
License State:
PAYMENT METHOD
Check—payable to New York State Nurses Association (please include “Journal CE”). Credit Card: Mastercard Visa Discover American Express
Card Number: Expiration Date: / CVV#
Name: Signature: Date: / /
Please print your answers in the spaces provided below. There is only one answer for each question.
1._________ 6._________ 2._________ 7._________ 3._________ 8._________ 4._________ 9._________ 5. _________ 10._________
Please complete the answer sheet above and course evaluation form on reverse. Submit both the answer sheet and course evaluation form along with the activity fee for processing. Mail to: NYSNA, attn. Nursing Education and Practice Dept. 131 West 33rd Street, 4th Floor, New York, NY 10001 Or email to: education@nysna.org or fax to: 212-785-0429
Please use the following scale to rate statements 1–7 below: Poor Fair Good Very Good Excellent
1. The content fulfills the overall purpose of the CE Activity. 2. The content fulfills each of the CE Activity objectives. 3. The CE Activity subject matter is current and accurate. 4. The material presented is clear and understandable. 5. The teaching/learning method is effective. 6. The test is clear and the answers are appropriately covered in the CE Activity. 7. How would you rate this CE Activity overall?
8. Time to complete the entire CE Activity and the test? ____ Hours (enter 0–99) _____ Minutes (enter 0–59)
9. Was this course fair, balanced, and free of commercial bias? Yes / No (Circle one)
10. Comments:
11. Do you have any suggestions about how we can improve this CE Activity?
Newborn(s) in the Neonatal Intensive Care unit
Thank you for your participation in “Adaptation to Motherhood for Rural Women With Newborn(s) in the Neonatal Intensive Care Unit,” a new continuing education (CE) activity offered by NYSNA. NYSNA members and nonmembers are invited to take part in this activity, and you do not need to be a resident of New York State.
INSTRUCTIONS
In order to receive 1.0 contact hour for this educational activity, participants are to read the article presented in this issue of The Journal, complete and return the post-test, evaluation form, and earn 80% or better on the post-test.
This activity is free to NYSNA members and $10 for nonmembers. Participants can pay by check (made out to NYSNA) or credit card. The completed answer sheet and evaluation form may be mailed or faxed back to NYSNA; see the evaluation form for more information.
The New York State Nurses Association is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.
This program has been awarded 1.0 contact hour through the New York State Nurses Association Accredited Provider Unit.
The New York State Nurses Association is accredited by the International Association for Continuing Education and Training (IACET) and is authorized to issue the IACET continuing education units (CEUs).
The New York State Nurses Association is authorized by IACET to offer 0.1 CEU for this program.
In order to receive credit hours and CEUs, participants must read the entire article, fill out the evaluation and get 80% or higher on the post-test.
Presenters disclose no conflict of interest.
NYSNA wishes to disclose that no commercial support was received for this educational activity.
All planners/authors involved with the development of this independent study have declared that they have no vested interest.
NYSNA program planners and authors declare that they have no conflict of interest in this program. neonate and the mother will influence maternal adaptation, and ultimately the short- and long-term maternal-child relationship. Knowing where patients come from can inform nurses considerations in supporting the new and/or growing rural family. This study utilized the Roy adaptation model (RAM) as a framework for structured inquiry into the phenomenon of rural maternal adaptation.
LEARNING OUTCOME
Participants will recognize that trust-building is crucial to rural mothers’ adaptation to motherhood when newborns are placed in the NICU.
OBJECTIVES
By completion of the article, the reader will be able to: 1. Discuss the unique vulnerabilities of adapting to motherhood for rural women when they have a newborn in the neonatal intensive care unit (NICU) 2. Discuss how the Roy adaptation model is applicable to studying the experiences of rural-based mothers who have a newborn in the NICU. 3. Identify how trusting relationships facilitate maternal adaptation for the mother living in a rural community with a newborn admitted into a NICU.
Please answer either True or False to the questions below. Remember to complete the answer sheet by putting the letter of your corresponding answer next to the question number. Each question has only one correct answer.
The 1.0 contact hour and 0.1 CEU for this program will be offered until December 1, 2024.
1) The admission of a newborn to the NICU represents the same challenges for rural dwelling mothers as it does for urban mothers. a. True b. False
INTRODUCTION
Women living in rural communities face greater risk for severe complications during pregnancy and childbirth than urban dwelling women. Yet little is known about the experience of mothers’ adaptations to motherhood when their newborns require a stay in a neonatal intensive care unit (NICU). Positive role adaptation bolsters an individual’s confidence and well-being. This places them at lower risk for anxiety, depression, distress, which can otherwise interfere with maternal adaptation. The role of “mother” is critical to the immediate and long-term health of newborns, particularly in the rural setting. The therapeutic relationship nurses and other healthcare providers working in the NICU setting can offer to the 2) One of the most important contextual stimuli identified in this study was first-time motherhood. a. True b. False
3) Identifying as a mother was different for mothers under age 21 than it was for those who were older. a. True b. False
4) Rural dwellers are receptive to help from people outside of their community when children are in need. a. True b. False 8) Nurses can support and encourage mothers to provide care for their newborns as a way to enhance maternal adaptation to motherhood. a. True b. False
5) The feeling of guilt interferes with women’s adaptation to motherhood in the NICU setting. a. True b. False 9) The authors identify the nurses’ ability to build trusting relationships as an essential skill that may be incorporated into nursing education. a. True b. False
6) Trust was identified by the authors as a mediator of level of adaptation where it seemed to enhance maternal adaptation. It can also be considered for other patients in their adaptive experience. a. True b. False 10) The greatest help described by mothers under the age of 21 was their own mother. a. True b. False
7) During patient recruitment, researchers realized that nurses did not know where the mothers of their patients lived. a. True b. False
Please print legibly and verify that all information is correct.
First Name: MI: Last Name:
Street Address:
City:
Daytime Phone Number (Include area code):
Email: State: ZIP Code:
Profession:
NYSNA Member # (if applicable): License #: Currently Licensed in NY State? Y / N (Circle one)
License State:
PAYMENT METHOD
Check—payable to New York State Nurses Association (please include “Journal CE”). Credit Card: Mastercard Visa Discover American Express
Card Number: Expiration Date: / CVV#
Name: Signature: Date: / /
Please print your answers in the spaces provided below. There is only one answer for each question.
1._________ 6._________ 2._________ 7._________ 3._________ 8._________ 4._________ 9._________ 5. _________ 10._________
Please complete the answer sheet above and course evaluation form on reverse. Submit both the answer sheet and course evaluation form along with the activity fee for processing. Mail to: NYSNA, attn. Nursing Education and Practice Dept. 131 West 33rd Street, 4th Floor, New York, NY 10001 Or email to: education@nysna.org or fax to: 212-785-0429
Please use the following scale to rate statements 1–7 below: Poor Fair Good Very Good Excellent
1. The content fulfills the overall purpose of the CE Activity. 2. The content fulfills each of the CE Activity objectives. 3. The CE Activity subject matter is current and accurate. 4. The material presented is clear and understandable. 5. The teaching/learning method is effective. 6. The test is clear and the answers are appropriately covered in the CE Activity. 7. How would you rate this CE Activity overall?
8. Time to complete the entire CE Activity and the test? ____ Hours (enter 0–99) _____ Minutes (enter 0–59)
9. Was this course fair, balanced, and free of commercial bias? Yes / No (Circle one)
10. Comments:
11. Do you have any suggestions about how we can improve this CE Activity?
131 West 33rd Street, 4th Fl., New York, NY 10001
1073 NON-PROFIT ORG. US POSTAGE PAID CENTURY DIRECT
