Nurse academic-practice partnerships in justice systems: Building upon the evidence

Clifton, Jennifer; Maruca, Annette T.; Loeb, Susan J.; Zucker, Donna M.; Muse, Mary; Shelton, Dinah

doi:10.1016/j.profnurs.2022.02.006

“…This collaboration can also highlight correctional nursing as a setting where nurses practice and increase visibility in undergraduate and graduate level curricula and developing academic-practice partnerships in correctional settings. 43,20 Correctional nursing is impacted by short staffing and turnover, burnout, and secondary trauma, which can impede nurses' engagement in advocacy efforts. 35,44 In addition, correctional nurses are navigating additional challenges within correctional settings, such as a punitive prison culture, differences in philosophy between correctional nurses and correctional officers, and ethical dilemmas with providing and expressing care to patients, all of which can lead to high rates of moral distress and burnout.…”

Section: Discussionmentioning

confidence: 99%

Devaluing Incarcerated Populations: Deprioritizing Incarcerated Populations for COVID-19 Vaccination

Merss,

Bowers

2023

West J Nurs Res

0

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The COVID-19 pandemic has highlighted the need for increased attention to measures in place to protect the health of incarcerated populations. Correctional facilities saw massive COVID-19 outbreaks and correctional nurses have been at the forefront of efforts to control COVID-19 in correctional facilities. Before vaccines were widely available, the National Academies of Science, Engineering, and Medicine developed a framework to guide equitable COVID-19 vaccine allocation. This study assessed the use of the framework by reviewing 15 state COVID-19 vaccination plans to identify how incarcerated populations were prioritized. Thirteen initial plans could be located. Ten of these plans placed incarcerated persons in Phases 1 and 2, while 1 state placed them in Phase 3. However, subsequent versions of the plans revealed that 8 states had deprioritized incarcerated populations by no longer considering them as a unique population. The framework was developed to promote equity, however, incarcerated persons were often dis-included as a high-risk population for vaccine prioritization, prolonging their risk of COVID-19. Engaging in the opportunity to influence both policy and practice, and promote the ethical consideration of incarcerated populations may help to address both the structural (prison) challenges and larger political structures that impacted vaccine availability and ability to provide the best care possible to this high-risk population.

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“…In Australia and internationally, prisoners (those in custodial care of correctional centres) experience higher levels of mental illness, illegal drug use, chronic illnesses, communicable diseases and disability than the general community (1,2). Consequently, a well-skilled nursing workforce is needed to provide optimal care to this group (3). Various studies support the suitability of work-integrated learning (WIL) placements for undergraduate nursing students in Prison Health Services (PHS) (4,5,6).…”

Section: Introductionmentioning

confidence: 99%

Supporting Learners in Prison Healthcare Work-Integrated Learning Settings Through Simulation: A Cross-Sectional Study

Needham

¹

,

Beggs

²

,

Mortel

³

2023

Preprint

0

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Background Nursing students and nurse preceptors indicate that a comprehensive orientation is vital to successful work-integrated learning placements in Prison Health Services. The aim of this study was to implement and evaluate a Prison Health Service orientation package that included innovative asynchronous online video simulations with branched decision-making and feedback opportunities to stimulate learning and improve students’ feelings of preparedness for a placement in this setting. Methods A cross-sectional pre and post design was used to evaluate the resource. Students were given access to the package and invited to complete a pre-placement survey evaluating the resource and their feelings of preparedness for placement. Following placement, they re-evaluated the resource in terms of how well it prepared them for the placement and how well prepared they felt. Third year Australian undergraduate nursing students from one university who completed a Prison Health Service work-integrated learning placement in 2018, 2021, and 2022 were invited to participate. Placements were unavailable in 2019 and 2020. Independent t-tests were used to determine differences in scale means and level of preparedness between pre- and post-survey responses. Results Twenty-three of 40 (57.5%) eligible nursing students completed the pre-placement survey and 13 (32.5%) completed the post placement survey. All respondents to the pre-placement survey indicated that they felt satisfactorily, well, or very well prepared after completing the orientation package prior to their clinical placement. Students were significantly more likely to consider themselves well prepared by the package after they had attended placement (p < .001). All students post placement indicated that overall, the simulation resources and the specific simulation scenario about personal boundaries and management of manipulative behaviours was useful for their placement. The majority of students would recommend the orientation package to other students. Suggestions for improvement included streamlining the resource to reduce the time to complete it. Conclusions Asynchronous online simulation with the capacity for branched decision making and feedback along with a comprehensive online orientation package were perceived as useful to prepare undergraduate students for placement in the Prison Health Service work-integrated learning setting.

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“…In Australia and internationally, prisoners (those in custodial care of correctional centres) experience higher levels of mental illness, illegal drug use, chronic illnesses, communicable diseases and disability than the general community [ 1 , 2 ]. Consequently, a well-skilled nursing workforce is needed to provide optimal care to this group [ 3 ]. Various studies support the suitability of work-integrated learning (WIL) placements for undergraduate nursing students in Prison Health Services (PHS) [ 4 – 6 ].…”

Section: Introductionmentioning

confidence: 99%

Supporting learners in prison healthcare work-integrated learning settings through simulation: a cross-sectional study

Needham,

Beggs,

van de Mortel

2023

BMC Nurs

1

0

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Background Nursing students and nurse preceptors indicate that a comprehensive orientation is vital to successful work-integrated learning placements in Prison Health Services. The aim of this study was to implement and evaluate a Prison Health Service orientation package that included innovative asynchronous online video simulations with branched decision-making and feedback opportunities to stimulate learning and improve students’ feelings of preparedness for a placement in this setting. Methods A cross-sectional pre and post design was used to evaluate the resource. Students were given access to the package and invited to complete a pre-placement survey evaluating the resource and their feelings of preparedness for placement. Following placement, they re-evaluated the resource in terms of how well it prepared them for the placement and how well prepared they felt. Third year Australian undergraduate nursing students from one university who completed a Prison Health Service work-integrated learning placement in 2018, 2021, and 2022 were invited to participate. Placements were unavailable in 2019 and 2020. Independent t-tests were used to determine differences in scale means and level of preparedness between pre- and post-survey responses. Results Twenty-three of 40 (57.5%) eligible nursing students completed the pre-placement survey and 13 (32.5%) completed the post placement survey. All respondents to the pre-placement survey indicated that they felt satisfactorily, well, or very well prepared after completing the orientation package prior to their clinical placement. Students were significantly more likely to consider themselves well prepared by the package after they had attended placement (p < .001). All students post placement indicated that overall, the simulation resources and the specific simulation scenario about personal boundaries and management of manipulative behaviours was useful for their placement. The majority of students would recommend the orientation package to other students. Suggestions for improvement included streamlining the resource to reduce the time to complete it. Conclusions Asynchronous online simulation with the capacity for branched decision making and feedback along with a comprehensive online orientation package were perceived as useful to prepare undergraduate students for placement in the Prison Health Service work-integrated learning setting.

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Nurse academic-practice partnerships in justice systems: Building upon the evidence

Cited by 4 publications

References 40 publications

Devaluing Incarcerated Populations: Deprioritizing Incarcerated Populations for COVID-19 Vaccination

Devaluing Incarcerated Populations: Deprioritizing Incarcerated Populations for COVID-19 Vaccination

Supporting Learners in Prison Healthcare Work-Integrated Learning Settings Through Simulation: A Cross-Sectional Study

Supporting learners in prison healthcare work-integrated learning settings through simulation: a cross-sectional study

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