Published November 29, 2017
Rounds with Leadership: From Dialogue to Collaboration
At the Interim Meeting of the American Medical Association (AMA) held earlier this month, members of the AMA House of Delegates passed a resolution that could threaten efforts underway to advance interprofessional collaboration and team-based care. Resolution 214 calls for the creation of a national strategy to limit the scope of practice of advanced practice registered nurses (APRNs), including opposing the Consensus Model for APRN Regulation that AACN has worked to implement on a national scale. Those advancing this resolution clearly do not understand the essential roles of APRNs in today’s healthcare system or the growing body of research linking APRNs to quality patient outcomes.
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In its October and November 2017 issues, the American Journal of Nursing
published findings from a national study on how nursing students learn about quality and safety, what school policies and tools are available to help students learn about errors and near misses, and ways to alter curricula and create environments that optimize such learning. Led by Dr. Joanne Disch from the University of Minnesota and Dr. Jane Barnsteiner from the University of Pennsylvania, the research team found that “significant work is needed if the principles of a fair and just culture are to shape the response to nursing student errors and near misses. For nursing schools, some essential first steps are to understand the tools and policies a school has in place; the school’s philosophy regarding errors and near misses; the resources needed to establish a fair and just culture; and how faculty can work together to create learning environments that eliminate or minimize the negative consequences of errors and near misses for patients, students, and faculty.” Study findings are presented in two articles: “Exploring How Nursing Schools Handle Student Errors and Near Misses
” (October 2017) and “Creating a Fair and Just Culture in Schools of Nursing
” (November 2017).