2009 MAGNET™ PROFILES - American Nurse Today

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life works here. • New Hampshire rated No. 1 for the best place to raise children (Annie E. Casey Foundation) • Just a short drive to Boston or Montreal • Skiing, hiking, boating, theaters, galleries...we have it all. Dartmouth-Hitchcock Medical Center in Lebanon, NH has always been innovative. In today’s nursing environment, innovation, education and flexibility are what drive superior organizations. From our first-in-the-state Magnet status to having a nurse as our CEO, DHMC is nursingcentric. We offer stimulating work, world-class educational opportunities and a diversity of specialties that lead to a challenging and rewarding nursing career. But, don’t just take our word for it. The American Nurses Credentialing Center agrees – they designated DHMC as the world’s 95th Magnet hospital in 2003, and they awarded re-designation in 2009 after a second, very rigorous review. Dartmouth-Hitchcock Medical Center (DHMC) is an academic, Level 1 Trauma Center located in Lebanon, New Hampshire on the Vermont/New Hampshire border. Home to the prestigious Ivy League Dartmouth College, the Lebanon/Hanover area is a vibrant, academic and professional community offering excellent schools, lively arts, and an unmatched quality of life in a beautiful, rural setting. Interested applicants can apply online at: www.lifeworkshere.org You’ll be impressed at all we have to offer including: • Magnet Status • Rated one of America’s Best Hospitals by U.S. News and World Report • Shared Governance Model • 8,000-square-foot, state-of-theart Patient Safety Training Center (PSTC) • Relocation Assistance • Worklife Balance Culture • Loan Repayment Options • Domestic Partner Benefits • Earned Time Off of 34 Days a Year • Health, Life, Dental, and Short- Term and Long-Term Disability Insurance Lebanon, New Hampshire • Outstanding Retirement Plan • Flexible Spending Accounts • Tuition Assistance • On-Campus Child Care • Free On-Site Parking • Free Continuing Education Opportunities On-Site We are an equal opportunity employer.
One hospital’s “peanutty” path to Magnet designation A peanut-butter taste test helped staff nurses learn about the nursing research process. By Sally Bennett, MS, RN; Debra Raupers, MSN, RN; Mary Hicks, MS, RN; and Lois Schoener, PhD, RN, CNE MAGNET PROFILES Typically, nursing research is overseen by nurses with advanced degrees who work in academic settings. Nurses at nonacademic hospitals have less exposure to nursing research, so when these hospitals seek Magnet designation, they may have difficulty meeting the nursing research expectations of the American Nurses Credentialing Center (ANCC). This was the situation facing Robert Packer Hospital, a rural, 238-bed, tertiary-care nonacademic teaching facility in Sayre, Pennsylvania. As it began its Magnet journey, only about one-third of its staff nurses had bachelor’s degrees. The remainder held associate degrees or nursing diplomas and had little experience with nursing research and evidencebased practice (EBP). To engage the staff in these endeavors, nursing leaders at the hospital created a Nursing Research Council (NRC). Problem statement: Limited experience with research and EBP The nursing profession expands its knowledge base through research, which in turn drives nursing theory, substantiates what nurses do, and guides nurses’ decision making. To demonstrate nursing excellence and establish credibility among healthcare professionals, nurses must pursue new knowledge and apply it to their practice so they can provide high-quality care. The ANCC Accreditation Program Application Manual states that “Magnet organizations conscientiously integrate evidencebased practice and research into clinical and operational processes. Nurses [should be] educated about evidence-based practice and research, [which] enables them to appropriately explore the safest and best practices for their patients and practice environments, and to generate new knowledge.” Believing the nursing staff had many characteristics of Magnet nurses, Robert Packer’s nursing leaders quickly identified the opportunity for nurses to get more involved in EBP and nursing research. But they knew that less than half had received adequate exposure to the nursing research process and that overall, staff nurses rarely used evidence to change potentially harmful, outdated, or ineffective practices. They realized the staff would require education in these areas before they could become engaged in research and EBP. However, the facility lacked a doctorally prepared nurse to address these issues. Solution: Partner with nursing school faculty To overcome this hurdle, nursing leaders decided to partner with the nursing school of a local private college to tap into the expertise of its doctorally prepared program director. Establishing an NRC also was crucial in creating a culture that valued research. The NRC consisted of 10 staff nurses and five master’s-prepared clinical nurse educators. Its two mentors were nonvoting council members. One was the doctorally prepared program director from the local college; the other was one of the master’sprepared clinical nurse educators. The mentors collaborated with the NRC’s elected chairperson (who was a staff nurse and graduate student) to provide it with foundational education about nursing research and EBP concepts. To extend itself to the rest of the nursing staff and create excitement about nursing research and EBP, the NRC planned educational sessions for nurses, poster presentations, policy updating, and journal article critiques. But before these events could take place, NRC members realized they needed to get firsthand experience with the research process so they could more effectively engage the nursing staff. Literature review After deliberating over the best way to gain experience with nursing research and engage coworkers in the process, the NRC decided to conduct a literature review to find articles describing unique methods of teaching nursing research. They found three articles; two focused on educating nursing students, the third on educating nursing staff. All three concluded that participating in the nursing research process is a valuable learning tool. (See Teaching nurses about research: Key articles.) September/October 2009 American Nurse Today 59
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