Many Schools of Nursing’s Deans and Directors throughout the nation find themselves hiring novice nurse educators for a wide variety of reason such as expansion of their nursing programs, retirement of nursing faculty, and presentation of other opportunities for experienced nursing faculty. Deans and Directors for Schools of Nursing in Tennessee are faced with the same challenge. As a result, the Tennessee Deans and Directors for Schools of Nursing have made a commitment to help novice nurse educators, in particular, to be successful in their new role. These Deans and Directors know the specific needs of novice nurse educators they are hiring and essential topics that these nurse educators must become familiar with in order to be successful. In 2017, the Deans and Directors for Schools of Nursing in Tennessee developed the Tennessee Nurse Educator Institute. In its third year, the Tennessee Nurse Educator Institute is offered annually before the start of the academic school year. The purpose is “to provide knowledge and skills for the novice nurse educator and a refresher for more experienced faculty.” Initially, it began as a two-day activity but since has been expanded to three days. Topics include valuable information for the novice nurse educator such as writing test items and analysis; a perspective on surviving the first year as a novice nurse educator; designing a curriculum; engaging students in the 21st century; the importance of the RN-NCLEX blueprint; the basics of clinical teaching; teaching with simulation; evaluation methods for didactic and clinical courses; developing a syllabus; and the importance of program evaluation. Since the launch of the Tennessee Nurse Educator Institute, the total number of nurse educators attending the institute is 195. At the end of the three-day educational activity, nurse educators complete an evaluation to ensure the institute is its goals. In addition, participants are asked for input on what they felt helped them the most, the strengths and weaknesses of the program, and future topics to include. Responses from the evaluations have been overwhelmingly positive. Participants completing the survey was n = 133. Results of the evaluations from the three years showed the following: 98% (131/133) of the participants strongly agreed or agreed that the purpose of the conference was met, the information received will help them be more effective in their position, and they could use the information they learned right away; and 97% (129/133) of the participants strongly agreed or agreed the conference met their expectations. No barriers or obstacles have been encountered in achieving the program’s goal. The Tennessee Deans and Directors for Schools of Nursing plan to continue with the institute every year to help meet the needs of novice and more experienced nurse educators. When nurse educators are given the proper tools to be successful, nursing education is ultimately advanced with outcomes consonant with excellence. The goal is to make sure that nursing educators are using evidence-based practice when teaching future nurses.

The nursing profession is facing a potentially devastating shortage of nurses by the year 2020. Contributing to the shortage is the retirement of experienced nurses who are over the age of 45, and an aging baby boomer population. The loss will place a considerable strain on the overloaded health systems. As a result, it is important to identify successful strategies for addressing the problem of experienced nurse retention. Therefore, the purpose of this project was to conduct a systematic review of literature to answer the question of what retention strategies have been used to prevent the loss of the experienced nurse who is approaching retirement age. The systematic review, guided by Benner's theory of novice to expert and Kanter's empowerment theory, included quantitative, qualitative and mixed methods studies published between 2007 and 2017. Studies published in the United States and Canada were 8studies selected for detailed review, were graded using the Joanna Briggs Institute grading criteria. The themes identified in this study included five key indicators: nurse autonomy and empowerment (75%), stress and burnout (62%), workplace engagement (68%), leadership commitment (56%), and training/career development action plans (56%). The key indicators may provide the basis for recommendations for managers and leaders in promoting experienced nurse retention in their work settings. Positive social change is possible when management takes into consideration the value of the key indicators above in experienced nurse retention efforts. By retaining experienced nurses, the nursing profession can promote positive patient outcomes and a mentoring plan for nurses approaching retirement age.

Experienced nurses depart the workforce in significant numbers; therefore, it is critical to understand how those departures affect patient care and safety. The focus of this systematic review included appraisal of recent research to provide an understanding of strategies used in acute care settings to retain experienced nurses. Guided by Benner's model of skill acquisition, the purpose of this systematic review was to identify factors that influence the decision of nurses with experience to leave or remain working in acute care work settings. The 19 articles selected for this review were limited to those pertaining to experienced registered nurses who have worked in the acute care setting for 2 years and longer. The review excluded articles pertaining to registered nurses with fewer than 2 years of experience, who were considered at the novice or proficient level of nursing. The results of this literature review showed that management conflicts, lack of support, work environments, work schedules, and disproportionate staffing levels were among the factors leading to morale distress and burnout in experienced nurses. These findings have the potential to contribute to positive social change by guiding administrative efforts to retain experienced nurses and improve mentoring of newer nurses and, ultimately, improve patient outcomes.

In an effort to advance global excellence in nursing education, Sigma Theta Tau International (STTI)/Chamberlain College of Nursing Center for Excellence in Nursing Education (CENE) launched a 12-month Experienced Nurse Faculty Leadership Academy (ENFLA) in October 2014. The ENFLA was designed for experienced faculty (Leadership Scholars) with at least seven years of full-time employment in a faculty role, who wished to increase their leadership acumen and develop or increase the skill sets essential for success in a faculty leadership role. Program goals included to: Further academic career development and success. Promote personal and professional leadership development. Develop and begin to implement a personal leadership progression plan. Expand the influence of the Leadership Scholar within his or her sponsoring academic institution, the community, and the profession in the context of teaching, scholarship, or service. Advance nursing education through leadership development projects implemented by Leadership Scholars during the program. Promote experienced nurse faculty retention in academe. Using a triad model, nine Leadership Scholars, nine Mentors, and eight Faculty worked collaboratively in this pilot cohort to assist the Scholars in planning and implementing comprehensive leadership projects, as well as identifying and implementing an individualized leadership development plan. Strategies for program and personal goal achievement included online learning activities, online discussion forums, personal reflection assessments, and face-to-face workshops. For this session, each of the nine pilot cohort Scholars will present their individualized leadership development plan and share their experiences they, as well as insights gained in achieving these leadership goals. In particular, Scholars will address how this program and the leadership goals, will allow them an expanded scope of influence as a nursing leader and change agent in the future (Leadership project outcomes are demonstrated by poster presentation at another session at the Convention). Additional information about applying for the 2016/2017 ENFLA cohort will be made available to attendees.

Skills of inquiry are essential outcomes from a baccalaureate nursing education. Students who demonstrate intellectual curiosity can develop effective skills of inquiry. Nurse educators must place emphasis on teaching and learning strategies which engage student intellectual curiosity. However, the concept of intellectual curiosity is not well-studied across multiple contexts of teaching and learning environments within nursing education. In addition, there is little known about the experienced nurse educator and the meaning of student intellectual curiosity across multiple teaching and learning environments. With the increased emphasis on online teaching and learning in nursing education as a solution for expanding student access and capacity, the concept of intellectual curiosity within the context of online learning needs further exploration. Under the assumptions of philosopher Max van Manen (1990, 1997) and Martin Heidegger (1962), the purpose of this qualitative, hermeneutic phenomenological study was to understand the lived experience of baccalaureate nursing student intellectual curiosity for the experienced nurse educator teaching within the online learning environment. The research question was: What does intellectual curiosity mean to experienced nurse educators teaching in the online environment? A total of eight participants from three different institutions of higher education in the southeastern United States were interviewed through a socratic approach. Diekelmann, Allen, and Tanner’s Steps for Data Analysis (1989) are utilized for data analysis. Three constitutive patterns and seven relational themes emerged through the data analysis process. Ontological considerations of findings, implications for nursing education, and future research investigations are identified.

Bakgrund: Belastningen på Sveriges akutmottagningar har ökat och antalet sjuksköterskor har minskat. Personalomsättningen är större och fler sjuksköterskor med mindre erfarenhet av yrket anställs. På akutmottagningen möter sjuksköterskan ett brett patientklientel som drabbats av många olika sjukdomar och skador som kan vara livshotande. Bristande erfarenhet kan vara en patientsäkerhetsrisk. Syfte: Syftet med studien är att beskriva sjuksköterskans upplevelser av att vara ny på akutmottagningen, samt undersöka om bristen på erfarenhet kan påverka patienten. Metod: En kvalitativ intervjustudie med beskrivande design valdes utifrån studiens syfte. Semistrukturerande intervjuer genomfördes med tio sjuksköterskor som arbetat i max ett år på en akutmottagning i Region Jönköpings län. En kvalitativ innehållsanalys utfördes på en latent nivå. Resultat: Kategorierna som bildar studiens resultat är vikten av en god introduktion, osäkerhet kring den egna kompetensen, patienten kan påverkas, erfaren personal gav trygghet samt fördelar med att vara ny. Det framkom att stöd var en nyckelfaktor för ett lyckat arbete. Sjuksköterskan ansåg sig inte redo efter introduktionen att arbeta helt självständigt och det efterfrågades mer praktisk träning. Sjuksköterskan hade skapat strategier för att hantera osäkerheten. Bristen på erfarenhet skulle kunna påverka patienten. Slutsats: Det som anses som en mycket viktig faktor för ett väl fungerande arbete är att de mindre erfarna sjuksköterskorna har erfarna kollegor som kan stötta och hjälpa vid behov. Den regiongemensamma introduktionen för sjuksköterskor skulle kunna utvecklas för att även inrikta sig mer specifikt mot akutsjukvård. För att kunna ge det stöd som de mindre erfarna är i behov av krävs en säkrad kompetens hos kollegorna på akutmottagningen. / Background: The burden on Sweden's emergency departments has increased and the number of nurses has decreased. Staff turnover is greater and more nurses with less experience in the profession are employed. At the emergency room, the nurse meets a wide patient clientele who can be affected by many diseases and injuries which can be life threatening. Lack of experience may be a patient safety risk. Purpose: The purpose of the study is to describe the nurse's experiences of being new to emergency care and to examine whether the lack of experience can affect the patient. Method: A qualitative interview study with descriptive design was chosen based on the purpose of the study. Semistructured interviews were conducted with ten nurses who have worked for a maximum of one year at an emergency department in the county of Jönköping. A qualitative content analysis was conducted on a latent level. Results: The categories which form the result of the study are the importance of a good introduction, uncertainty about their own skills, the patient may be affected, experienced staff gave safety and benefits of being new. It emerged that support was a key factor for a successful work. The nurse was not always ready after the introduction to work independently and demanded more practical training. The nurses had created strategies to deal with uncertainty. The lack of experience can affect patient safety. Conclusion: What is considered as a very important factor for well-functioning work is that less experienced nurses have experienced colleagues who can support and assist when needed. The regional community introduction for nurses could be developed to focus more specifically on emergency care. In order to provide the support that the less experienced are in need of, a secured competence is required from the colleagues at the emergency department.

Till följd av NPM (New public management) och de ökade kraven på produktivitet och effektivitet har sjuksköterskors arbetssituation försämrats alltmer under de senaste decennierna. Det har resulterat i en försämrad hälsa hos sjuksköterskorna och många sjuksköterskor har valt att lämna yrket. Det har bland annat genererat brist på erfarna sjuksköterskor på akutvårdsavdelningarna som bedrivs dygnet runt i regionerna och detta anser Socialstyrelsen utgöra ett hot mot patientsäkerheten. Ett bra verksamhetsnära ledarskap, i regionerna benämns dessa som första linjens chefer, är en betydande faktor för sjuksköterskors hälsa och vilja att stanna kvar på sin arbetsplats. Det är därför av intresse att undersöka vilka ledaregenskaper som krävs för att erfarna sjuksköterskor skall arbeta kvar på vårdavdelningar som är öppna dygnet runt. Syftet med studien är att utröna vad som är viktiga hörnstenar i det hälsofrämjande ledarskapet för att bibehålla erfarna sjuksköterskor i dygnet runt verksamhet. Som metod användes semistrukturerade kvalitativa intervjuer med en induktiv ansats, åtta intervjuer utfördes totalt. Råmaterialet analyserades med hjälp av innehållsanalys och meningsbärande enheter, koder, kategorier och teman identifierades. Resultatet utmynnade i tre teman: individuellt stöd, teamarbete och kommunikation. Informanterna lyfte bland annat individanpassade scheman, kompetensutveckling och temaarbete som viktiga aspekter för att kvarstanna på arbetsplatsen. Ett salutogent förhållningssätt och specifika hälsofrämjande ledarskapsegenskaper är grunderna för att bibehålla erfarna sjuksköterskor i verksamheter som bedrivs dygnet runt. Cheferna i en dygnet runt-verksamhet bör besitta följande förmågor: rak och tydlig kommunikation, förmåga att skapa tillit, vara lyhörda, kunna entusiasmera, prestigelöshet, vara drivna och målfokuserade samt inneha ett coachande förhållningssätt. Definition av erfarna sjuksköterskor, se sida 7 under Metod. / As a result of NPM (New public management) and the increased demands on productivity and efficiency, the work situation of nurses has deteriorated more and more in recent decades. This has resulted in a deterioration in the health of the nurses and a number of staff have chosen to leave the profession. Among other things, it has generated a shortage of experienced nurses in the Swedish emergency departments with twenty-four seven operations in the regions, and the Swedish National Board of Health and Welfare considers this to be a threat to patient safety. A leadership with the adjacent connection to the ward and the staff, are referred to as first-line managers in the Swedish regions. These mangers are significant factors for nurses' health and willingness to stay in their workplace. It is therefore of interest to investigate what leadership qualities are required for experienced1 nurses to continue working in wards that are open twenty-four seven. The purpose of the study is to find out what are important cornerstones in the health promoting leadership in order to retain experienced nurses in twenty-four seven operations. As a method, semi-structured qualitative interviews with an inductive approach were used, eight interviews were performed. The raw material was analyzed using content analysis and meaningful units, codes, categories and themes were identified. The result resulted in three themes: individual support, teamwork and communication. The informants highlighted, among other things, individualized schedules, skills development and team work as important aspects for staying in the workplace. The result was that specific health promoting leadership qualities and a salutogenic approach are the foundations for retaining experienced nurses in twenty-four seven operations. The managers in a twenty-four seven operations should possess the following abilities: straight forward and clear communication, the ability to create trust, be responsive, be able to enthuse, lack prestige, be driven and goal focused and have a coaching attitude. For a definition of experienced nurses, see page 7 under Method.