Browsing by Author "Embree, Jennifer L."

Now showing 1 - 9 of 9
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    Adapting Civility Education in an Academic-Practice Partnership
    (Slack, 2021-12) Opsahl, Angela G.; Embree, Jennifer L.; Howard, Matthew S.; Davis-Ajami, Mary Lynn; Herrington, Cynthia; Wellman, Debra S.; Hodges, Kimberly T.; School of Nursing
    BACKGROUND: Incivility results in nurse burnout, decreased job performance, and decreased patient safety. Leaders of an academic-practice partnership developed educational activities promoting organizational civility during the COVID-19 pandemic. The purpose of this article is to describe an educational activity about civility that was transitioned to a virtual platform and participants' comfort engaging in and responding to incivility. METHOD: Face-to-face education was converted to a synchronous online event, supporting 75 nurses, nursing students, and other health care professionals in attendance. Activities consisted of cognitive rehearsal techniques, breakout rooms, simulation videos, group debriefs, and panel discussions delivered via Zoom and Mentimeter software. RESULTS: Workplace Civility Index results were significantly different from pretest to post-test. Seventy-two percent of participants were not comfortable gossiping about others, but only 30% were comfortable responding to incivility. CONCLUSION: Promoting civility awareness through a virtual education platform using cognitive rehearsal techniques and reflection can provide support for current and future nurses.
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    A Business Case Framework for Planning Clinical Nurse Specialist-led Interventions
    (Lippincott Williams & Wilkins, 2015-11) Bartlett Ellis, Rebecca J.; Embree, Jennifer L.; Ellis, Kurt G.; Department of Nursing, IU School of Nursing
    Purpose: The purpose of this article is to describe a business case framework that can guide clinical nurse specialists (CNS) in clinical intervention development. Background: Increased emphasis on cost-effective interventions in healthcare requires skills in analyzing the need to make the business case, especially for resource-intensive interventions. This framework assists the CNS to anticipate resource use and then consider if the intervention makes good business sense. Business Case Framework: We describe a business case framework that can assist the CNS to fully explore the problem and determine if developing an intervention is a good investment. We describe several analyses that facilitate making the business case to include the following: problem identification and alignment with strategic priorities, needs assessment, stakeholder analysis, market analysis, intervention implementation planning, financial analysis, and outcome evaluation. The findings from these analyses can be used to develop a formal proposal to present to hospital leaders in a position to make decisions. By aligning intervention planning with organizational priorities and engaging patients in the process, interventions will be more likely to be implemented in practice and produce robust outcomes. Conclusion: The business case framework can be used to justify to organization decision makers the need to invest resources in new interventions that will make a difference for quality outcomes as well as the financial bottom line. This framework can be used to plan interventions that align with organizational strategic priorities, plan for associated costs and benefits, and outcome evaluation. Implications for CNS Practice: Clinical nurse specialists are well positioned to lead clinical intervention projects that will improve the quality of patient care and be cost-effective. To do so requires skill development in making the business case.
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    Developing a Statewide Research Compendium: Key Points and Steps for Success
    (Slack, 2022-03) Embree, Jennifer L.; Lyons, Deborah J.; Adams, Cynthia; Heinzman, Susanne; Oetting, Stephanie; Swenty, Connie; School of Nursing
    Engaging clinical nurses in nursing research requires value for the nurses and a structured process. One way to involve nurses in research is through development of a research compendium. A professional development specialist can lead the creation of a research compendium. Identifying key stakeholders, developing a technologic infrastructure, piloting the compendium, gaining feedback, and identifying outcomes that will be evaluated are key.
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    Innovative Opportunities for Civility: Professional Development in a Time of COVID-19
    (Healio, 2021) Opsahl, Angela G.; Embree, Jennifer L.; Howard, Matthew S.; School of Nursing
    The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform.
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    Professional Development of Primary Care RNs
    (Slack, 2021-04) Stephens, Nikki; Borum, Cynthia; Swafford, Katie; Embree, Jennifer L.; School of Nursing
    Primary care (PC) nurses have challenges and barriers to professional development. This article describes how a Doctor of Nursing Practice Executive Leader Student Consulting Team identified PC nurses' challenges to engaging in professional development opportunities in a clinic at Eskenazi Health. The authors spotlighted and made suggestions for modifications of the professional development opportunities for PC nurses in the health care organization. Key points include how the team assessed for challenges, identified stakeholders for the process, and identified and tailored professional development opportunities for the PC nurses.
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    Teaching Nurses How to Create a Personal and Professional Development Plan
    (Slack, 2022-10) Embree, Jennifer L.; School of Nursing
    Teaching nurses how to create a personal and professional development plan is important to help them structure measurable, obtainable personal and career goals. Meaningful goals and metrics for career growth are critical to nurses' professional development. As nurses learn about creating a personal and professional development plan, they can personalize their nursing journey. This column describes how professional development specialists can teach nurses to create a personal and professional development plan.
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    Using a Strategy Process Framework to Support the Implementation of an Evidence-Based Practice Initiative to Improve Clinical Judgment of Newly Hired Nurses
    (Slack, 2022-11) Stuffle, Megan E.; Embree, Jennifer L.; School of Nursing
    Evidence-based practice (EBP) is foundational to nursing practice, but initiatives can be challenging to implement and sustain. A strategic process framework can successfully guide EBP initiatives. This column describes how nursing professional development specialists can teach nurses how to use a strategy process framework to guide an EBP initiative.
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    Using Participatory Design to Mitigate Hospital Patient Falls
    (Slack, 2021-08) Pirzadeh, Iman; Embree, Jennifer L.; School of Nursing
    Participatory design can involve, empower, and facilitate those stake-holders (health care providers, nurses, professional development experts, patients, and patients' families) who can positively impact patient falls through the design process. Participatory design can help participants identify effective solutions to prevent patient falls and solve other health care problems. This article guides professional development specialists on how to use participatory design to solve health care problems with a focus on fall reduction.
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    Voices of chief nursing executives informing a doctor of nursing practice program
    (Elsevier, 2017) Embree, Jennifer L.; Meek, Julie; Ebright, Patricia; School of Nursing
    The purpose of this article is to describe the business case framework used to guide doctor of nursing practice (DNP) program enhancements and to discuss methods used to gain chief nurse executives' (CNEs) perspectives for desired curricular and experiential content for doctor of nursing practice nurses in health care system executive roles. Principal results of CNE interview responses were closely aligned to the knowledge, skills and/or attitudes identified by the national leadership organizations. Major conclusions of this article are that curriculum change should include increased emphasis on leadership, implementation science, and translation of evidence into practice methods. Business, information and technology management, policy, and health care law content would also need to be re-balanced to facilitate DNP graduates' health care system level practice.