暂无摘要。

The knowledge domain of professional identity in nursing is the analysis and application of information derived from experiences, critical reflection, and scientific discovery from nursing and other disciplines. Knowledge guides role clarity, decision-making, and advocacy. Key concepts described in this column include mindset, innovation, clinical judgment, and reflection. [J Contin Educ Nurs. 2024;55(7):328-330].

Succession planning in leadership is a strategic process used to identify and develop future leaders to fill key organizational positions. This process ensures continuity of leadership and helps maintain the organization\'s performance over time. Succession planning is essential for critical roles and can be part of a broader strategic plan for talent management. Organizations that are accredited by the American Nurses Credentialing Center (ANCC) in Nursing Continuing Professional Development (NCPD) can benefit from implementing succession planning to drive the stability of its work as an Accredited Provider and confirm that the organization maintains its commitment to quality in providing NCPD. This column describes how the Accredited Provider Program Director (AP-PD) role can benefit from implementing succession planning into the structure of the Accredited Provider processes. [J Contin Educ Nurs. 2024;55(7):321-325.].

暂无摘要。

OBJECTIVE: To address the gap in effective nursing training for quality management, this study aims to implement and assess a nursing training program based on the Holton Learning Transfer System Inventory, utilizing action research to enhance the practicality and effectiveness of training outcomes.
METHODS: The study involved the formation of a dedicated training team, with program development informed by an extensive situation analysis and literature review. Key focus areas included motivation to transfer, learning environment, and transfer design. The program was implemented in a structured four-step process: plan, action, observation, reflection.
RESULTS: Over a 11-month period, 22 nurses completed 14 h of theoretical training and 18 h of practical training with a 100% attendance rate and 97.75% satisfaction rate. The nursing team successfully led and completed 22 quality improvement projects, attaining a practical level of application. Quality management implementation difficulties, literature review, current situation analysis, cause analysis, formulation of plans, implementation plans, and report writing showed significant improvement and statistical significance after training.
CONCLUSIONS: The study confirms the efficacy of action research guided by Holton\'s model in significantly enhancing the capabilities of nursing staff in executing quality improvement projects, thereby improving the overall quality of nursing training. Future research should focus on refining the training program through long-term observation, developing a multidimensional evaluation index system, exploring training experiences qualitatively, and investigating the personality characteristics of nurses to enhance training transfer effects.

暂无摘要。

A crucial domain of professional identity in nursing is the area of values and ethics. Comprising a set of core values and principles, values and ethics are used to guide nurse conduct. Professional development specialists can use the nursing code of ethics and organizational structure and examples to teach nurses the values and ethics domain of professional identity in nursing. [J Contin Educ Nurs. 2024;55(6):279-281.].

Because health care is a relational profession, logic suggests the structures, processes, and outcomes of nursing leadership and mentoring should be strongly grounded in relational concepts. Human-Centered Leadership in Healthcare™ provides an evidence-based, contemporary structure to carry out the vital process of mentoring for future leaders to deliver on patient and team member outcomes. [J Contin Educ Nurs. 2024;55(6):276-278.].

Justice, equity, diversity, inclusion, and belonging (JEDI-B) are essential for creating safe and productive professional environments. Clear definitions of JEDI-B terms are essential for collective understanding and organizational buy-in. Institutional and transition to practice program efforts should focus on the development of inclusive cultures, diverse curriculum, and data-driven evaluation of JEDI-B policies, processes, and practices. Engagement in bias recognition and the unlearning of those biases is also vital. Despite current legislative challenges, the integration of JEDI-B principles remains a vital component in enhancing health care experiences for patients and fostering inclusive workplaces. [J Contin Educ Nurs. 2024;55(6):273-275.].

暂无摘要。