Operating Room Nurses Want Differentiated Education for Perioperative Competencies—Based on the Clinical Ladder

Operating room (OR) nurses’ perioperative competence is vital in operation and patient care. This cross-sectional descriptive study aimed to identify perioperative competencies and educational needs for improving competencies according to the clinical ladder. A total of 318 OR nurses in Korean tertiary hospitals were recruited. Data from the self-reported questionnaire of perioperative competencies, measured on a five-point Likert scale, were used. The average score of perioperative competence was 3.78 ± 0.54; among the sub-categories of competencies were collaboration (4.08 ± 0.55), foundational knowledge and skills (3.98 ± 0.56), proficiency (3.87 ± 0.64), empathy (3.77 ± 0.77), professional development (3.65 ± 0.64), and leadership (3.34 ± 0.89). There were significant differences in perioperative competencies according to the clinical ladder as follows: foundational knowledge and skills (p < 0.001), leadership (p < 0.001), collaboration (p = 0.017), proficiency (p < 0.001), and professional development (p < 0.001). The educational needs for foundational knowledge and skills (4.43 ± 0.60) were highest, and educational needs for proficiency (4.26 ± 0.70), collaboration (4.21 ± 0.77), leadership (4.08 ± 0.81), empathy (3.99 ± 0.91), and professional development (3.91 ± 0.76) were noted. The educational needs for improving perioperative competencies by clinical ladder showed a significant difference in leadership (p = 0.026), proficiency (p = 0.045), and professional development (p = 0.002). In order to develop an effective education program for OR nurses, differentiated education designs that reflect perioperative competencies and educational needs per clinical ladder are necessary.

RN Perception of a Staff-Driven Professional Development Program

Nurses who participate in the clinical ladder professional development program have an opportunity to grow at the bedside, gain experience, and improve in the care they provide to their patients. Learning more about the clinical ladder members and how to attract additional members is necessary. The clinical ladder program was developed to promote personal growth and professional development of bedside nurses. Clinical ladder programs have become increasingly well known for the ability to promote job satisfaction, improve employee engagement, and strengthen the quality of nursing care. The theoretical framework of the clinical ladder program is based on Patricia Benner’s Model, “Novice to Expert”. This study will evaluate registered nurses’ perceptions of the effectiveness of the clinical ladder program and the importance of financial compensation. Effectiveness of the program is defined as providing an environment that recognizes clinical excellence and enables nurses to grow in their clinical ability. A convenience sample of 341 staff clinical ladder nurses employed in the Northwell Health System responded to the demographic questionnaire and the Clinical Ladder Assessment Tool survey. The data from the subjective responses were analyzed. Clinical ladder nurses scored 32/36 (89%) responses as positive. Overall, the program was effectively orchestrated. More than 50% of the nurses scored financial compensation as greatest importance. Statistical significance was reported in the perceived effectiveness of the clinical ladder program based on ladder level. The clinical ladder program continues to empower nurses to participate in professional and self-development. The clinical ladder program provides opportunities for collaborating, mentoring, developing new knowledge, engaging in the decision-making process, and acting as advocates and leaders for patient care. Organizations who continue to support professional development of bedside nurses will experience innovations which influence all levels of the health care system.

The Implementation of a Clinical Ladder in Rural Japanese Nursing Education: Effectiveness and Challenges

The clinical ladder is an essential tool for nursing education, enabling nurses to ascend from novice to expert. The learning content for nurses can depend on their clinical situations. The aging of societies has changed the demand for nurses at community hospitals because of the multimorbidity of older patients. At the same time, the gap in nursing education between urban and rural hospitals is wide, as rural hospitals often lack the application of the clinical ladder. This study investigates the effectiveness of using the clinical ladder in a rural Japanese community hospital using the clinical ladder scale and interviews. Through its application, we found that both novice nurses and nursing educators came to recognize the effectiveness and importance of the ladder. However, unfamiliarity with assessments, working conditions, and Japanese culture inhibited the smooth application of the ladder. For the effective application of the clinical ladder, continual training on assessments and the ladder’s effectiveness in clinical situations, along with consideration of educational background, should be enhanced through the monitoring of the clinical ladder.

The importance of increasing frontline nurses’ leadership skills engaging in professional development programs

Problem/Significance: Nurses may not be required to engage in professional development; however professional development has been identified as a factor to improve leadership competence, confidence, decision making, and clinical practice. Specifically, nurses who participate in professional development education improve their leadership characteristics. This study will evaluate the leadership behaviors of frontline nurses participating in professional development compared to those who were not.Methods: A convenience sample of 248 staff nurses employed in the North East region of the United States responded to the descriptive observational study design. The subjective responses to the Leadership Practice Inventory® (LPI) and demographic variables were analyzed.Results: Clinical ladder nurses scored higher on all subscales of the LPI than did nurses not on the clinical ladder. Unit-based clinical champions scored highest on the LPI regardless of the clinical ladder level or participation.Conclusions: Professional development in the form of education, certification, preceptor programs, leadership development clinical ladder programs, and unit-based champions should be considered in order to improve patient outcomes.