98%
921
2 minutes
20
A year-long Nurse Leadership Institute (NLI) for emerging leaders in primary care clinics and acute care environments was developed, implemented, and evaluated. The NLI's goal was to foster empowerment in interprofessional collaborative practice environments for nurses in the three cohorts of NLIs. The NLI was framed around the Five Leadership Practices of modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart. To create a professional learning environment, foster community, and enhance leadership skills, the Lean In Circle materials developed by Sandberg were adapted for content reorganization and discussion. Minimal literature exists specifically addressing nursing leadership professionals' development based on Sandberg's Circle materials. The findings of the three NLI cohorts reported in this article begin to fill this existing knowledge gap. Participants reported a significant increase in leadership skills. Recommendations for refinement of future NLI offerings are provided. J Contin Educ Nurs. 2018;49(2):61-71.
Download full-text PDF |
Source |
---|---|
http://dx.doi.org/10.3928/00220124-20180116-05 | DOI Listing |
PLoS One
September 2025
FAMERP- Faculty of Medicine of São José do Rio Preto, Brazil.
Background: Interprofessional Education (IPE) is widely recognized as essential for fostering collaborative healthcare practices and improving patient outcomes. Despite its acknowledged importance, there remains a notable scarcity of longitudinal research assessing medical students' readiness for IPE across distinct educational stages, particularly within diverse global contexts like Brazil.
Aim: This study sought to address this gap by longitudinally mapping and analyzing the evolution of medical students' readiness for interprofessional learning throughout their academic training at a Brazilian university.
In response to the growing shift toward interprofessional continuing education (CE), two nursing professional development (NPD) practitioners partnered with other education experts to achieve Joint Accreditation for their large pediatric academic healthcare organization. This included developing an innovative NPD Specialist-CE role that has advanced interdisciplinary collaboration, streamlined CE processes, and supported system-wide professional development. This role's success highlights the invaluable contributions of NPD practitioners in today's interprofessional education landscape.
View Article and Find Full Text PDFPediatr Crit Care Med
September 2025
Department of Anesthesiology and Critical Care, Children's Hospital of Philadelphia and University of Pennsylvania Perelman School of Medicine, Philadelphia, PA.
Objective: To develop a set of pediatric neurocritical care (PNCC) entrustable professional activities (EPAs) for pediatric critical care medicine (PCCM).
Design: Survey and Delphi methodology in a panel of experts from the Pediatric Neurocritical Care Research Group (PNCRG) and the Education in Pediatric Intensive Care (EPIC) Research Collaborative.
Setting: Interprofessional local focus group, national focus group, and subsequent national multi-institutional, multidisciplinary expert panel in the United States.
BMJ Open
September 2025
Department of Bio Allied Sciences, Al-Balqa' Applied University, Al-Karak, Jordan.
Objective: To assess the knowledge and practices of community pharmacists regarding managing diabetes in fasting patients during Ramadan and the barriers the community pharmacists face when managing diabetic patients who fast in Ramadan.
Design: A survey-based cross-sectional study.
Setting: A structured questionnaire was distributed online during April and May 2024.
J Med Internet Res
September 2025
Chulalongkorn University, Bangkok, Thailand.
Background: The interprofessional educational curriculum for patient and personnel safety is of critical importance, especially in the context of the COVID-19 pandemic, to prepare junior multiprofessional teams for emergency settings.
Objective: This study aimed to evaluate the effectiveness of an innovative interprofessional educational curriculum that integrated medical movies, massive open online courses (MOOCs), and 3D computer-based or virtual reality (VR) simulation-based interprofessional education (SimBIE) with team co-debriefing to enhance interprofessional collaboration and team performance using Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS). This study addressed 3 key questions.