Browsing by Author "Parekh de Campos, Amisha"

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    Integrating Palliative Care into Nursing Care
    (Wolters Kluwer, 2022) Parekh de Campos, Amisha; Levoy, Kristen; Pandey, Shila; Wisniewski, Renee; DiMauro, Pierce; Ferrell, Betty R.; Rosa, William E.; School of Nursing
    The need for palliative care in our health care system has exponentially increased in the past few years as a result of the COVID-19 pandemic, the aging population, and the increasing number of people living with serious illnesses. While nurses play a critical role in delivering palliative care, many lack confidence and knowledge, causing practice gaps in the clinical and psychological management of seriously ill patients. The collective burden of the pandemic has demonstrated the importance of palliative care education and training, specifically in communication, symptom management, and continuing education. All nurses, including nursing students, transitioning nurses, and practicing nurses, should be trained to offer generalist (or primary) palliative care, in accordance with the American Association of Colleges of Nursing Essentials: Core Competencies for Professional Nursing Education. Provision of holistic, relationship-based, and integrated palliative care for patients and their families is an ethical obligation for all nurses.
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    Three-Year Nursing PhD Model Recommendations from the RWJF Future of Nursing Scholars
    (Slack, 2022) Rosa, William E.; Hartley, Kim; Hassmiller, Susan B.; Frisch, Stephanie O.; Bennett, Stephanie G.; Breen, Katherine; Goldberg, Jessica I.; Koschmann, Kara S.; Missel, Amanda L.; Parekh de Campos, Amisha; Pho, Anthony T.; Rausch, Jamie; Schlak, Amelia E.; Shook, Alic; Tierney, Meghan K.; Umberfield, Elizabeth; Fairman, Julie A.; School of Nursing
    Background: In response to the 2011 Future of Nursing report, the Robert Wood Johnson Foundation created the Future of Nursing Scholars (FNS) Program in partnership with select schools of nursing to increase the number of PhD-prepared nurses using a 3-year curriculum. Method: A group of scholars and FNS administrative leaders reflect on lessons learned for stakeholders planning to pursue a 3-year PhD model using personal experiences and extant literature. Results: Several factors should be considered prior to engaging in a 3-year PhD timeline, including mentorship, data collection approaches, methodological choices, and the need to balance multiple personal and professional loyalties. Considerations, strategies, and recommendations are provided for schools of nursing, faculty, mentors, and students. Conclusion: The recommendations provided add to a growing body of knowledge that will create a foundation for understanding what factors constitute "success" for both PhD programs and students.