Health Care Transition Planning: Educational Needs of Pediatric Nurses and Pediatric Nurse Practitioners

Jennifer E Mannino; Jennifer Disabato; Cecily N Betz; Sharon Hudson; Victoria A Marner

doi:10.1016/j.pedhc.2022.04.001

Health Care Transition Planning: Educational Needs of Pediatric Nurses and Pediatric Nurse Practitioners

Jennifer E Mannino, Jennifer Disabato, Cecily N Betz, Sharon Hudson, Victoria A Marner

Nursing

Producción científica: Article › revisión exhaustiva

Resumen

 Introduction: The purpose was to identify the educational needs of pediatric nurses and pediatric nurse practitioners providing direct care to transition-aged youth with chronic illness and disability and to identify strategies to develop health care transition planning (HCTP) expertise.
 Method: Mixed-methods descriptive analyses were performed on survey data extracted from a larger national study exploring the provision of HCTP activities performed by nurses of two pediatric nursing professional organizations.
 Results: Items querying educational needs were completed by 1,162 pediatric nurses serving in advanced practice and staff roles. Twenty percent reported having specialized HCTP education. Of which more than half received it outside of the workplace. Factor analysis revealed two constructs explaining 73.4% of the variance in nurses’ reported level of knowledge.
 Discussion: HCTP education and the development of nurse-led services to facilitate optimal health care transitions outcomes are necessitated. Academia and service have a shared responsibility in educating nurses.

Idioma original	American English
Publicación	Journal of Pediatric Health Care
DOI	https://doi.org/10.1016/j.pedhc.2022.04.001
Estado	Published - abr 29 2022

Disciplines

Nursing

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10.1016/j.pedhc.2022.04.001

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title = "Health Care Transition Planning: Educational Needs of Pediatric Nurses and Pediatric Nurse Practitioners",

abstract = " Introduction: The purpose was to identify the educational needs of pediatric nurses and pediatric nurse practitioners providing direct care to transition-aged youth with chronic illness and disability and to identify strategies to develop health care transition planning (HCTP) expertise. Method: Mixed-methods descriptive analyses were performed on survey data extracted from a larger national study exploring the provision of HCTP activities performed by nurses of two pediatric nursing professional organizations. Results: Items querying educational needs were completed by 1,162 pediatric nurses serving in advanced practice and staff roles. Twenty percent reported having specialized HCTP education. Of which more than half received it outside of the workplace. Factor analysis revealed two constructs explaining 73.4\% of the variance in nurses{\textquoteright} reported level of knowledge. Discussion: HCTP education and the development of nurse-led services to facilitate optimal health care transitions outcomes are necessitated. Academia and service have a shared responsibility in educating nurses.",

author = "Mannino, \{Jennifer E\} and Jennifer Disabato and Betz, \{Cecily N\} and Sharon Hudson and Marner, \{Victoria A\}",

note = "American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. Retrieved from https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf American Nurses Association Pediatric nursing: Scope and standards of practice. American Nurses Association, Silver Spring, MD 2015 SPN position statement: Transition of pediatric patients into adult care.",

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doi = "10.1016/j.pedhc.2022.04.001",

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T1 - Health Care Transition Planning: Educational Needs of Pediatric Nurses and Pediatric Nurse Practitioners

AU - Mannino, Jennifer E

AU - Disabato, Jennifer

AU - Betz, Cecily N

AU - Hudson, Sharon

AU - Marner, Victoria A

N1 - American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. Retrieved from https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf American Nurses Association Pediatric nursing: Scope and standards of practice. American Nurses Association, Silver Spring, MD 2015 SPN position statement: Transition of pediatric patients into adult care.

PY - 2022/4/29

Y1 - 2022/4/29

N2 - Introduction: The purpose was to identify the educational needs of pediatric nurses and pediatric nurse practitioners providing direct care to transition-aged youth with chronic illness and disability and to identify strategies to develop health care transition planning (HCTP) expertise. Method: Mixed-methods descriptive analyses were performed on survey data extracted from a larger national study exploring the provision of HCTP activities performed by nurses of two pediatric nursing professional organizations. Results: Items querying educational needs were completed by 1,162 pediatric nurses serving in advanced practice and staff roles. Twenty percent reported having specialized HCTP education. Of which more than half received it outside of the workplace. Factor analysis revealed two constructs explaining 73.4% of the variance in nurses’ reported level of knowledge. Discussion: HCTP education and the development of nurse-led services to facilitate optimal health care transitions outcomes are necessitated. Academia and service have a shared responsibility in educating nurses.

AB - Introduction: The purpose was to identify the educational needs of pediatric nurses and pediatric nurse practitioners providing direct care to transition-aged youth with chronic illness and disability and to identify strategies to develop health care transition planning (HCTP) expertise. Method: Mixed-methods descriptive analyses were performed on survey data extracted from a larger national study exploring the provision of HCTP activities performed by nurses of two pediatric nursing professional organizations. Results: Items querying educational needs were completed by 1,162 pediatric nurses serving in advanced practice and staff roles. Twenty percent reported having specialized HCTP education. Of which more than half received it outside of the workplace. Factor analysis revealed two constructs explaining 73.4% of the variance in nurses’ reported level of knowledge. Discussion: HCTP education and the development of nurse-led services to facilitate optimal health care transitions outcomes are necessitated. Academia and service have a shared responsibility in educating nurses.

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