ANA\C The Nursing Voice Summer 2019

20  . The Nursing Voice . Summer 2019 National Launch of States Targeting Reduction Via Engagement (STRIVE) By Thao Tran, MSN, FNP-BC, RN-BC, PHN, CHISP post conference where students are questioned to assess their grasp of their patients’ clinical status. There is limited oppor- tunity for clinical instructors to assist students with clinical judgment in the acute setting. From the student’s view, they are not receiving enough attention from their clinical instruc- tors and there is a lack of consistency between clinical instruc- tors (Hickey, 2010). Task completion rather than measuring the students’ ability to demonstrate clinical competencies to include clinical reason- ing and safety becomes a priority in the clinical setting and is used as a measure of completion of clinical hours (Hender- son, Cooke, Creedy, & Walker, 2012). Nurse executives voiced concerns about the practice readiness of new grads to address the care complexities of current practices, and that there is a large education-practice gap (Nurse Executive Center of the Advisory Board, 2008). There is an assumption that clinical experiences in a tradition- al setting is the “gold standard” (Jeffries, 2012). Any substitu- tion is not comparable to this standard. The continuing shifts in healthcare delivery models have forced academics to look at how clinical experiences are provided and explore alterna- tive experiential opportunities. In an era of evidence-based practice, nursing education must question the nursing ev- idence behind our current clinical practice model not pro- ducing the expected clinical experience and outcomes? Can simulation demonstrate the ability to meet many of those outcomes? If so, then we as nurse academicians and executives owe our nursing students as future practitioners to have the valuable learning experiences that benefit their ability to demonstrate their clinical competencies to provide quality and safe patient care. It is imperative for nursing education to change and evolve accordingly to meet the needs of our future nurses of tomorrow. References: Aebersold, M. (2016). The history of simulation and its impact on the future. AACN Advanced Critical Care, 27(1), 56–61. doi:10.4037/aacnacc2016436 Gaba, D. M. (2004b). The future vision of simulation in health care. Quality and Safety in Health Care, 13 (suppl 1), i2–i10. Hayden, J.K., Smiley, R.A., Alexander, M., Kardong-Edgren, S., and Jeffries, P.R. (2014). The NCSBN National Simulation Study: A longitudinal, randomized, controlled study replacing clinical hours with simulation in prelicensure nursing education. Journal of Nursing Regula- tion, 5: S1–S41. Henderson, A., Cooke, M., Creedy, D., and Walker, R. (2012). Nursing students’ perceptions of learning in practice environments: A review. Nurse Education Today, 32: 299–302 Hickey, M. (2010). Baccalaureate nursing graduates’ perceptions of their clinical instructional experiences and preparation for practice. Journal of Professional Nursing, 26: 35–41 Jeffries, P. (2012). Clinical versus simulation: Outcomes, the evidence, and current research [PowerPoint slides]. Retrieved from www.wiser.pitt.edu/sites/wiser/ns12/pdfs/Clinical%20 versus%20simulation_Jeffries.pdf NLN. (2015) A vision for teaching with simulation. Retrieved from www.nln.org/docs/ default-source/about/nln-vision-series-(position-statements)/vision-statement-a- vision-for-teaching-with-simulation.pdf?sfvrsn=2 Nurse Executive Center of the Advisory Board. (2008). Bridging the preparation-practice gap, Volume I: Quantifying new graduate nurse improvements needs. Washington. Nursing News Infection control is every nurse’s responsibility. The World Health Organization (WHO, 2007) advised “the promotion of a safety climate is a cornerstone of prevention of transmission” (para. 5). Facilitiesmust foster a culture that supports the development and enforcement of infection control policies to keep healthcare staff and patients safe (WHO, 2007). In contrast to the Dental Board of California (2019) which mandates dental professionals (dentists, dental hygienists, dental assistants, and oral maxillofacial surgeons) to complete aminimumof 2 hours of continuing education (CE) in infection control at every two-year renewal, the California of Registered Nursing does not have a mandate for nurses to complete a continuing education (CE) course in infection control every two years at the time of license renewal. Most nurses have a basic knowledge about infection control practices unless the nurse has specialized knowledge about infec- tion control practices stem from perioperative training or works as an infection control nurse in a health care facility. At minimum, the nurse should have basic knowledge about two recommended precautions to minimize the spread of diseases. The first level of infection control is standard precaution. Standard precaution refers to primary prevention practices one takes to prevent transmission of diseases to oneself or patient. These primary preventative infection control practices include good hygiene and adoption of personal protective equipment (PPE) regardless of whether the patient is confirmed of an infectious disease (CDC, 2019). For the second level of infection control, transmission-based precautions adopt standard precaution and determines which PPE to use depending on the type of exposure (contact, droplet, or airborne) (CDC, 2019). To better prepare nurses for emerging infectious diseases, a team of infection prevention experts designed 11 infection control training courses for the States Targeting Reduction in Infection via Engage- ment (STRIVE). The purpose of STRIVE is have healthcare profession- als gain competency in infection control by completing the modules in each of the 11 courses. There is a total of 40 modules to complete. The CDC has launched the first three modules for the course Competency-based Training, Audits and Feedback and three mod- ules for the course Hand Hygiene. Upon completion of all the modules for each course, participants would be eligible for CE units from CDC. Members of ANA\C can begin working on the modules for infection control at www.cdc.gov/infectioncontrol/training/strive. References: California Board of Registered Nursing. (2019). Continuing education for license renewal. Retrieved from www.rn.ca.gov/licensees/ce-renewal.shtml#audits Centers for Disease Control and Prevention. (2019). CDC/STRIVE infection control training. Retrieved from www.cdc.gov/infectioncontrol/training/strive.html?deliveryName= USCDC_425-DM2483#anchor_1561121567 Dental Board of California. (2019). Continuing education requirements for renewal of license or permit. Retrieved from www.dbc.ca.gov/licensees/continuing_education.shtml#ce_ureq World Health Organization. (2007). Standard precautions in health care. Retrieved from www.who.int/csr/resources/publications/EPR_AM2_E7.pdf