Coping with transition: Neonatal nurse practitioner education for the 21st century

Strodtbeck, Frances; Trotter, Carol; Lott, Judy Wright

doi:10.1016/s0882-5963(98)80012-2

Cited by 15 publications

(6 citation statements)

References 2 publications

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“…45,76,85 Indirect benefits include improved decision making and teamwork; higher morale among staff, patients, and carers; decreased costs and hospitalizations; and improved trainee competence. 22,23,62,70,73,74,75 Recommendations for Future Research…”

Section: The Practice Of Rccmentioning

confidence: 99%

“…Many authors called for health professions education that includes RCC 42,62,73,74 , focusing on the relational dimensions of practitioner-patient, practitionerpractitioner, and practitioner-community. Educational reform is needed in: 1) curriculum development 2) faculty and practitioner development 3) partnering with patients and their communities and 4) education research.…”

Section: Reforming Health Professions Educationmentioning

confidence: 99%

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Relationship-centred care in health: A 20-year scoping review

Soklaridis¹,

Frcpc²,

Frcpc³

et al. 2016

Patient Experience Journal

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Relationship-centred care (RCC) is a framework for conceptualizing health care which recognizes that the nature and quality of relationships in health care influence the process and outcomes of health care. Our goal was to undertake a scoping review of the peer-reviewed and grey literature on RCC in health. Using Arksey and O'Malley's scoping review methodology we identified literature about RCC in teaching, learning and clinical practice. Electronic databases were searched, and targeted searches were also conducted for grey literature to capture unpublished material. Subsequently, data abstraction tools were used with eligible studies for analysis. Sixty-nine publications originated mainly from the United States and the United Kingdom by authors from various academic disciplines, of which medicine and nursing were dominant. Thematic analysis revealed that the most commonly cited definition of RCC emerged from the Pew-Fetzer report and focused on the central role of relationships between practitioners and their patients, the community and other practitioners in providing quality care and improving outcomes. The concept of RCC was found to be influenced by theories of sociology, social psychology and psychiatry. The practice of RCC was demonstrated through organizational environments that model RCC, practice settings that focus on the patient or family in care planning, and health professional education that is based on RCC principles. RCC is important to: humanize health care and improve patient care. Our review identified three sub-categories that could add to the relational dimension of the practitionerorganization: practitioner-education, practitioner-profession, and practitioner-practice. Recommendations for future research include: outcome and process studies of health professions education and health care that focuses on RCC. The RCC approach provides a paradigm to move beyond the patient-centred care model by focusing on the central role of all relationships in the delivery and outcomes of care.

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Section: The Practice Of Rccmentioning

confidence: 99%

Section: Reforming Health Professions Educationmentioning

confidence: 99%

Relationship-centred care in health: A 20-year scoping review

Soklaridis¹,

Frcpc²,

Frcpc³

et al. 2016

Patient Experience Journal

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“…NNPs also contribute to parent teaching and support groups as well as professional education and research. 16,17 NNPs may also find themselves employed in the offices of pediatricians, in developmental follow-up clinics, or in newborn nurseries. It is the unique combination of clinical knowledge, refined communication skills, constant presence in the NICU, anticipatory discharge planning, and coordination of home-care needs that NNPs bring to the role that make it an everexpanding one.…”

Section: Moving Aheadmentioning

confidence: 99%

The Evolution of the Nurse Practitioner Role in the Neonatal Intensive Care Unit

Nagle¹,

Perlmutter²

2000

Am J Perinatol

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The role of the Neonatal Nurse Practitioner has been evolving since the early 1970s. The original concept and design was born out of individual hospital's needs for highly professional and skilled personnel at the bedside. Thus, initial programs were hospital-based and granted certificates. Over the past 20 years, a gradual shift toward graduate degrees and standardization of programs has been seen. The role and responsibilities of the neonatal nurse practitioner have also expanded over that time period. From their strictly clinical beginnings, neonatal nurse practitioners now contribute to research, nursing and medical education, and administration. This article looks at the neonatal nurse practitioner role and the impact that education and legislation have had on its evolution.

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“…The neonatal nurse practitioner (NNP) curriculum must have included a minimum of 200 neonatal-specific didactic hours plus a minimum of 600 directly supervised hours with critically ill neonates/infants in level II and III NICUs. [1][2][3][4][5] Currently credentialed NNPs who have graduated from nonmaster's degree programs or certificate programs should be allowed to maintain their practice and be encouraged to complete a formal graduate education. 6 The AAP supports the documented competency of the master's degree-prepared APRN for entry into practice as an NNP.…”

Section: Introductionmentioning

confidence: 99%