BOX 7-2

Research Priorities for Transforming Nursing Education

  • Identification of the combination of salary, benefits, and job attributes that results in the most highly qualified nurses being recruited and retained in faculty positions.

  • Analysis of how alternative nurse faculty/student ratios affect instruction and the acquisition of knowledge.

  • Capture of how optimal nurse faculty/student ratios vary with the implementation of new or existing teaching technologies, including distance learning.

  • Identification of the features of online, simulation, and telehealth nursing education that most cost-effectively expand nursing education capacity.

  • Capture of the experience in nursing schools that include new curriculum related to expanded clinical settings, evidence-based practice, and interprofessional and patient-centered care.

  • Identification and evaluation of new and existing models of nursing education implemented to ensure that nurses acquire fundamental competencies needed to lead and engage in continuous quality improvement initiatives.

  • Identification or development of an assessment tool to ensure that nurses have acquired the full range of competence required to practice nursing in undergraduate, postgraduate, and continuing education.

  • Analysis of the impact of a range of strategies for increasing the number of nurses with a doctorate on the supply of nurse faculty, scientists, and researchers.

  • Identification of the staff and environmental characteristics that best support the success of diverse nurses working to acquire doctoral degrees.

  • Identification and testing of new and existing models of education to support nurses’ engagement in team-based, patient-centered care to diverse populations, across the lifespan, in a range of settings.

  • Development of workforce demand models that can predict regional faculty shortages.

the work of Mary Naylor and colleagues (2009), that a strong evidence base, even if supported by the results of multiple randomized clinical trials funded by the National Institutes of Health, will not be sufficient to propel a new model, policy, or practice to a position of widespread acceptance and implementation. “Health care is rich in evidence-based innovations, yet even when such innovations are implemented successfully in one location, they often disseminate slowly—if at all. Diffusion of innovations is a major challenge in all industries including health care” (Berwick, 2003).

Experience with the Transitional Care Model (TCM), described in Chapter 2, illustrates this point. In this case, barriers intrinsic to the way care is currently organized, regulated, reimbursed, and delivered have delayed the ability of a cost-effective, quality-enhancing model to improve the lives of the chronically

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