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Purpose: Intensive care unit (ICU) nurses work in a demanding environment and face repeated encounters with traumatic and ethical issues, which may negatively impact their psychological and physical health, patient care, and hospitals' bottom line. The purpose of this study was to investigate stress among ICU nurses performing workplace activities/events by measuring fluctuations in heart rate variability (HRV), a reliable indicator of stress-related physiological changes. Methods: Real-time HRV was measured using a wearable, wireless electrocardiogram for 30 ICU nurses while at work in this cross sectional, observational study. Workplace events were categorized (Routine Care, Stat (urgent) Care, and Interpersonal) and assigned numerical code labels. HRV time- and frequency-domain indices of SDNN, RMSSD, HF, and LF were calculated and accurately linked to participants' corresponding physiological HRV responses to workplace events on an observational data collection tool, accessed on a portable electronic tablet. The association of HRV with ICU workplace events and psychological and clinical outcomes was explored. Results: Nurses' HRV parameters of SDNN, RMSSD, and HF tended to have the greatest reduction to both Stat (urgent) and Routine care events. New nurses tended to have lower HRV than experienced nurses. We found high rates of perceived stress and peritraumatic dissociative experiences and low resilience in the ICU nurses. Conclusion: HRV can be used as a contemporary index of workplace stress and trauma in ICU nurses. Study nurses were vulnerable to potential long-term physiological and psychological health issues. Understanding stress and trauma ICU nurses face at work will allow for strategies for interventions to reduce the development of post-traumatic stress disorder, peritraumatic dissociation, and other psychological outcomes. Keywords: post-traumatic stress, PTSD, peritraumatic dissociative experiences, workplace stress

This study evaluated the self-perceived readiness of medical-surgical nurses in a non-Veterans Health Administration (VHA) facility to care for veterans with posttraumatic stress disorder (PTSD) and substance use disorder (SUD). Nurses caring for veterans with PTSD and SUD at facilities other than the VHA should be equipped with the knowledge, skills, and attitudes to provide care for this population. Nurses evaluated their self-perceived knowledge, skills, attitudes, experiences, and perspectives related to caring for veterans. Nurses overwhelmingly indicated that they had no knowledge of the \"Have you served?\" campaign, and fewer than half inquired about military status when assessing patients CONCLUSION: Nurses caring for veterans in non-VHA facilities do not consistently identify veterans or assess for service-related conditions, including PTSD and SUD. Nurses report low skill levels related to identifying, addressing, and referring patients with service-related conditions.

Purpose: The purpose of this study was to adapt the \"Student Satisfaction and Self-Confidence in Learning Scale\" (SCLS), \"Simulation Design Scale\" (SDS), and \"Educational Practices Questionnaire\" (EPQ) developed by Jeffries and Rizzolo into Turkish and establish the reliability and the validity of these translated scales. Methods: A sample of 87 nursing students participated in this study. These scales were cross-culturally adapted through a process including translation, comparison with original version, back translation, and pretesting. Construct validity was evaluated by factor analysis, and criterion validity was evaluated using the Perceived Learning Scale, Patient Intervention Self-confidence/Competency Scale, and Educational Belief Scale. Findings: Cronbach's alpha values were found as 0.77-0.85 for SCLS, 0.73-0.86 for SDS, and 0.61-0.86 for EPQ. Conclusions: The results of this study show that the Turkish versions of all scales are validated and reliable measurement tools.

OBJECTIVE This study evaluated the self-perceived readiness of medical-surgical nurses in a non-Veterans Health Administration (VHA) facility to care for veterans with posttraumatic stress disorder (PTSD) and substance use disorder (SUD). BACKGROUND Nurses caring for veterans with PTSD and SUD at facilities other than the VHA should be equipped with the knowledge, skills, and attitudes to provide care for this population. METHODS Nurses evaluated their self-perceived knowledge, skills, attitudes, experiences, and perspectives related to caring for veterans. RESULTS Nurses overwhelmingly indicated that they had no knowledge of the \"Have you served?\" campaign, and fewer than half inquired about military status when assessing patients CONCLUSION Nurses caring for veterans in non-VHA facilities do not consistently identify veterans or assess for service-related conditions, including PTSD and SUD. Nurses report low skill levels related to identifying, addressing, and referring patients with service-related conditions.

The use of telehealth to provide care to millions of patients who have difficulty accessing care through traditional means is growing exponentially. Nurse educators must prepare students to meet the challenge of managing this mode of care delivery. A simulated telehealth experience was designed using the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation , student learning objectives, and telehealth competencies. The design promoted active participation in a telehealth visit with a standardized patient. The simulation provided students with the opportunity to demonstrate use of telehealth equipment and become familiar with telehealth competencies. This hands-on experience increased student engagement related to telehealth as a health care delivery option and was an effective objective structured clinical examination. Integration of telehealth into the nursing curriculum is a necessity as health care technology advances. Simulation is one strategy available to expose students to telehealth and increase student engagement. [J Nurs Educ. 2018;57(10):624-627.].

The Faculty Academy (FA) at the University of Alabama at Birmingham, School of Nursing, addresses the lack of formal pedagogical training among nursing faculty. Historically, orientations provided basic teaching guidance, but gaps remained. The FA, integrated into the strategic plan and guided by National League for Nursing Nurse Educator Competencies, offers a 4-month program combining online and in-person activities. It emphasizes evidence-based teaching practices and includes a practical teaching project. The FA aims to enhance faculty satisfaction, confidence, and student outcomes, fostering continuous professional development and improving the quality of nursing education. •Faculty Academy bridges clinical expertise and teaching skills for nurse educators.•Program aligns with National League for Nursing Nurse Educator Competencies for effective faculty onboarding.•Faculty report increased confidence, satisfaction, and use of innovative teaching methods.•Model supports continuous professional development and high standards in nursing education.

Nurses’ preparedness to provide hemorrhage control aid outside of the patient care setting has not been thoroughly evaluated. We evaluated nurses’ preparedness to provide hemorrhage control in the prehospital setting after a proof-of-concept training event. We performed a secondary analysis of evaluations from a voluntary hemorrhage control training offered to a group of experienced nurses. Education was provided by a nurse certified in Stop the Bleed training and using the Basic Bleeding Control 2.0 materials. The training lasted approximately 1 hour and included a didactic portion followed by hands-on practice with task trainer legs. Participants were surveyed after training to assess their preparedness to provide hemorrhage control aid using a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree); comments and feedback were also requested. Mean (SD) was used to analyze Likert scale data. Content analysis was performed to identify common themes in qualitative data. Forty-five experienced nurses participated in the voluntary training. Nursing experience included obstetrics, pediatrics, critical care, acute care, community health, and psychiatric/mental health. Only 39% of participants reported having previously completed a similar course. After training completion, participants reported an increase in their preparedness to provide hemorrhage control aid (mean 3.47 [SD = 1.40] vs mean 4.8 SD [.04], P < .01). Major themes identified included wanting to feel prepared to help others, refreshing skills, and knowing how to respond in an emergency. Regardless of background and experience, nurses may benefit from more advanced hemorrhage control education to prepare them to provide aid in prehospital emergency settings.

Global organizations urge toward transformative, lifelong learning for nurses and midwives. Throughout Latin America and the Caribbean, strengthening the quality of nursing and midwifery education is top priority. A regional partnership of World Health Organization Collaborating Centers aimed to develop a user-friendly, culturally relevant, and adaptable educational quality improvement intervention. Following the five-step ADDIE process, experts analyzed objectives and needs, designed activities and assessments, and determined optimum delivery of course content. A self-directed, asynchronous online course was developed, in line with regional needs and mandates. Three sequential online educational modules for English-speaking and Spanish-speaking nurse and midwife educators focused on (a) principles of teaching and learning, (b) instructional strategies, and (c) methods to evaluate students and courses. Content and design were externally reviewed and culturally adapted. Upon completion of pilot testing and evaluation, final course versions in both languages are expected to become freely accessible. [J Nurs Educ. 2020;59(1):38-41.].