Aim To examine job satisfaction and workplace engagement of millennial nurses. Background Millennial nurses are a rapidly growing segment of the workforce. They are significantly less satisfied in their jobs compared with nurses of other generations and are more likely to have perceptions that may negatively impact job satisfaction and engagement. It is important for nurse leaders to understand and value the perspective of these nurses to improve job satisfaction and engagement. Method Exploratory‐descriptive qualitative approach with 33 millennial nurses interviewed in nine focus groups. Results Five themes revealed areas that both enhance and hinder job satisfaction and engagement. Themes include the following: (1) professional relationships; (2) rewards; (3) communication; (4) professional development; and (5) workload/staffing. Conclusion Concerns identified by millennial nurses provide direction for nurse leaders who are charged with fostering a workplace setting that nurtures empathy and respect for nurses of all generations. Implications for Nursing Management Strategies to address preferences of millennials include employee rounding to ask about their needs, offer assistance and provide positive feedback. Ongoing mentoring regarding opportunities to support millennials’ professional development includes offering participation in activities to advance evidence‐based practice, preceptor training, financial assistance with national certification examinations and tuition reimbursement.

Addressing health disparities for vulnerable populations in the United States is a national goal. Immigrant Hispanic women, at increased risk for heart disease, face obstacles in receiving adequate health care. Health promotion, especially for Hispanic women, is hindered by language, access to care, lack of insurance, and cultural factors. Innovative health education approaches are needed to reach this population. This article describes the development and evaluation of a culturally sensitive cardiac health education program based on findings from a study of 21 older immigrant Hispanic women employed as housekeepers at a small university in south Texas. Systolic and diastolic blood pressures had decreased 17 months after the intervention.

Results add to the body of research on CVD risk and the need for intervention to increase awareness and knowledge of heart disease risk among younger and ethnically diverse young women and raises questions about the role of colleges and universities in promotion of student health. Colleges and universities may provide the last opportunity to reach youth as a group to affect lifestyle changes.

Background With an increasingly complex health care system, there are greater demands for nurses to have a strong foundation in evidence-based practice (EBP) competencies because of their relationship to improved patient and organizational outcomes. Attributes such as knowledge, skills, and attitudes contribute to the development of EBP competencies. Method A quasi-experimental study with a pretest/posttest design was conducted to evaluate the outcomes for 30 RNs in an acute care setting who attended a 3-hour EBP educational intervention using the Healthcare EBP Assessment Tool questionnaire. Results The nurses demonstrated a significant improvement in their perceived understanding of EBP after the intervention ( p = .005). Statistically significant improvements were also noted on the subscales of frequency, ability, desire, and barriers. Conclusion Advances in the perception of EBP competencies made by the participants of this intervention may enhance their feeling of contributing to the organization and result in improved patient outcomes and work environment. Further research is needed to investigate the effectiveness of other interventions, including opportunities to be involved in quality improvement projects and research studies. [ J Contin Educ Nurs . 2022;53(3):109–114.]

Prior to evidence-based practice, policies and procedures were reviewed annually or even triennially to ensure that they reflected current practice and demonstrated adherence to regulatory standards. With the publication of the Institute of Medicine report, a shift to operationalization of best evidence practices, formal statements, and frameworks for care has gained increased importance. Processes for policy and protocol development and revision are now based on the inclusion of best evidence, clinician expertise, and patient values or preference. Policies and protocols are now updated when new evidence justifies a revision and are designed to share the most recent evidence and facilitate staff adherence to new practices. This article describes the essential practices for policy and protocol development, including leadership support, team commitment, identification of current resources, recognition of current practices, development of the policy and protocol to logically flow with nursing practices, effective dissemination methods, and evaluation and sustainability practices. J Contin Nurs Educ. 2017;48(2):87-92.