South Carolina Nurse - March 2021

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The

South Carolina Nurse

The Voice of South Carolina Nurses for Over 110 Years

Brought to you by the South Carolina Nurses Association (SCNA), whose dues paying members

make it possible to advocate for nurses and nursing at the state and federal levels.

CIRCULATION 41,000 TO REGISTERED NURSES, LPNS, AND STUDENT NURSES IN SOUTH CAROLINA.

Volume 28 • Number 2 March, April, May 2021

A CONSTITUENT MEMBER OF THE AMERICAN NURSES ASSOCIATION

INDEX

President’s Message

Dues Deductibility . ....................... 2

Call for Nominations....................... 2

CEO Report. ............................. 3

ANCC. ................................. 3

South Carolina Nurses Association

New and Returning Members ............. 4

New SCNA-Only Members................ 4

Membership Made Easy ................. 5

Save the Date 2021 Calendar ............. 5

Member Benefits. ...................... 6

Nurses Month. ........................... 7

The Value of Accreditation for Nursing Continuing

Professional Development: Quality Education

Contributing to Quality Outcomes .......... 8

News You Can Use:

How Much Annual Income Can Your

Retirement Portfolio Provide? ............ 12

Failure to report changes in a

patient’s condition. .................... 13

COVID-19 and mental health:

Self-care for nursing staff. .............. 14

Navigating Coronavirus Effects on

Preceptor Development. ................ 15

SCNA Chapters

When the Provider needs a Provider ....... 16

SCNF. ................................ 16

South Carolina Department of Labor,

Licensing, and Regulation. ............... 17-19

Kelly Bouthillet DNP,

APRN, CCNS, ACNP-BC,

FNP-C, SCNA President

When the annual theme

was announced last year,

no one was wise to how

the year was about to

unfold. Nurses and other

healthcare clinicians were

thrust into America’s

homes almost overnight,

replaying daily on news Kelly Bouthillet

feeds. Now, more than a

year later, nurses are still the face of the pandemic.

The most ethical and honest profession, for the 19th

year in a row, we continue to work the frontlines in

a myriad of positions. RNs and APRNs continue to

work day in and day out caring for patients and their

communities.

This is not the main point or message I want to

convey to you however…

A time to celebrate.

A year later, nurses are still leading the way.

Nationwide, the number of applications for nursing

programs are growing; with some colleges and

universities reporting increases of 10-15% or more

for the most recent semesters. This is a testament to

our profession and the work we do. This is a reason

to celebrate!

Daily, my inbox is full of jobs! Every type of nursing

job imaginable. From bedside to faculty, to consulting

to sales. This is a reason to celebrate!

As we prepare to celebrate Nurses’ Week with

continued observance of the Year of the Nurse, I

thought it appropriate to celebrate the many ways

nurses are impacting the healthcare landscape.

In addition to the amazing care that is provided

at the bedside, nurses are contributing to the

advancement of health and improving patient

outcomes, impacting communities and bettering the

lives of individuals across our state and throughout

the nation. Some of the less traditional nursing roles

for registered and advanced practice nurses include:

• Public health nurses

• Research & nurse scientists

• Faculty & clinical educators or specialists

• Leadership roles or positions

• Mentors

These positions and functions are essential for a

stronger healthcare infrastructure; especially now,

during the ongoing pandemic. Nurses have a critical

role in shaping the future and should not be timid or

deterred about taking steps toward achieving these

goals. The appointment of Rear Admiral Susan

Orsega, MSN, FNP-BC, FAANP, FAAN as acting

surgeon general is a proud moment for all nurses.

This, is a reason to celebrate!

As the pandemic continues, nurses remain to

care for the sickest of the sick, to provide primary

care to our communities, fight for access and equity

in care and fulfill the many other roles that we are

called to do. My challenge to you, is to lead from the

front. Celebrate our profession and our collective

accomplishments.

We, as nurses decide what we are capable of,

so we must be present and ready to lead. Let us

celebrate our history and our future. We have so

much more work to do!

Stay safe and be well!

We want to hear from you! Connect with us

online and tell us how you are celebrating or

commemorating the Year of the Nurse!

Facebook: https://www.facebook.com/SCNurses/

Twitter: @scnurses

Instagram: @sc_nurses_assoc

Hashtags

#YearOfTheNurse2021

#YON2021

#CelebrateNursing

#UseYourNursingVoice

#SCNursesLead

current resident or

Presort Standard

US Postage

PAID

Permit #14

Princeton, MN

55371

SAVE THE DATE

2021 State Convention &

Annual Membership Meeting

October 14 -16, 2021

Sonesta Resort Hilton Head


PAGE 2 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

Dues Deductibility for the SC Nurses

Association Calendar Year 2020

Full Reduced Special

Total Dues: $283 $141.50 $70.75

Breakdown:

ANA Portion $146 $73 $36.50

SCNA Portion $137 $68.50 $34.25

SCNA Only $187

ANA Only $191

Full Membership

- ANA Portion of dues that is non-deductible is

21.57%for a figure of $31.49 of your full ANA

dues of $146.00.

- SCNA Portion of dues that is non-deductible

is 14.86%for a figure of $20.36 your full SCNA

dues of $137.00.

- Therefore, a total of $51.85 is non-deductible

of your total dues payment of $283.00.

Reduced Membership

- ANA Portion of dues that is non-deductible is

21.57%for a figure of $15.74 of your full ANA

dues of $73.00.

- SCNA Portion of dues that is non-deductible is

14.86%for a figure of $10.18 of your full SCNA

dues of $68.50.

- Therefore, a total of $25.92 is non-deductible

of your total dues payment of $141.50.

CALL FOR NOMINATIONS

The SCNA Nominating Committee has called

for member suggestions for the 2021 election.

Nominations are due May 1st.

In 2021, members will elect:

Secretary/Treasurer

Commission Chair-Public Policy/Legislation

Commission Chair-Professional Advocacy and

Development

Current Officers Eligible to run again:

Cheryl Fieldhouse

Coleen Kennedy

SCNA Chapters will also hold elections for:

Vice Chair

Secretary/Treasurer

SCNA Chapter Ballot will be with the SCNA

Ballots for those SCNA members who are also

signed up as SCNA Chapter members. Nominations

may be submitted at the same time as nominations

for SCNA officers. All nominations are due to SCNA

by May 1st, 2021.

Note that both the nominator and nominee for

the SCNA 2021 elections must be SCNA members

in good standing. Call SCNA at 803-252-4781 if

you would like more information on any of these

positions.

Go to www.scnurses.org to fill out a nomination

form. The link to the nomination form can be located

under “About SCNA” on the “Elections” page http://

www.scnurses.org/?page=SCNAElections

BUILD YOUR CAREER AT NHC

NHC Healthcare – Anderson is

NOW HIRING!

RNs and LPNs

Contact:

Donna Robinson, DON

1501 East Greenville St.

Anderson, SC 29622

www.nhcanderson.com

Special Membership

- ANA Portion of dues that is non-deductible is

21.57%for a figure of $7.87 of your full ANA

dues of $36.50.

- SCNA Portion of dues that is non-deductible is

14.86%for a figure of $5.09 of your full SCNA

dues of $34.25.

- Therefore, a total of $12.96 is non-deductible

of your total dues payment of $70.75.

SCNA Only Membership

- SCNA dues that are non-deductible is

14.86%for a figure of $27.79 of your SCNA

Only dues of $187.

ANA Only Membership

- ANA dues that are non-deductible is 21.57%for

a figure of $41.20 of your ANA Only dues of

$191.

Please check with your accountant as to whether

in your individual case any of your SCNA dues fee

is deductible for business/professional expenses as

this varies widely.

This information is published each year in the

South Carolina Nurse or you can call 803-252-4781.

Thank you for your continued support of your

profession through your professional organization.

CALL FOR RESOLUTIONS

Any SCNA member may research, write and

submit resolutions for consideration by the 2020

SCNA Annual Meeting. Resolutions should be

submitted in form for printing to the Reference

Committee through SCNA at 1301 Gervais Street,

Suite 802, Columbia, SC 29201. Resolutions are

due before May 1, 2021.

Guidelines for writing and submitting resolutions

can be downloaded from http://www.scnurses.

org/?SCNAAnnualMeeting

2021 OFFICIAL CALL FOR SUGGESTED

SCNA BYLAW REVISIONS

Please consider this the official call for any

suggested SCNA bylaw revisions for consideration

at the 2021 SCNA Annual Meeting to take place

this Fall. A full set of current SCNA Bylaws can be

obtained via the SCNA web site at http://www.

scnurses.org/?Bylaws All proposed revisions must

be submitted to SCNA before May 1, 2021. Please

forward to:

SCNA-Bylaws Committee

1301 Gervais Street, Suite 802

Columbia, SC 29201

FAX (803-779-3870)

SCNA Annual

Meeting

The SCNA shall hold an annual meeting of the

membership at such time and place as shall be

determined by the Board of Directors. All members

of SCNA who are in good standing are eligible to

attend this meeting and to vote on all matters coming

before the meeting. The Annual Meeting is open to

all members of SCNA.

SCNA's Annual Meeting for 2021 will be called to

order at 6:40PM October 14th, 2021 at the Sonesta

Resort Hilton Head in Hilton Head Island, SC.

2021 Board of Directors

President – Kelly Bouthillet

President-Elect – Angela Dykes

Secretary/Treasurer – Cheryl Fieldhouse

Commission Chair –

Public Policy/Legislation – Jessica Stricklin

Commission Chair – Professional Advocacy

and Development – Coleen Kennedy

Director, Seat 1 – Jada Quinn

Director, Seat 2 – Vacant

APRN Chapter Chair (Ex-Officio) – Nakita Barnes

Nurse Educator Chapter Chair

(Ex-Officio) – Lynne Hutchinson

Psychiatric-Mental Health Chapter Chair

(Ex-Officio) – Kim Gilmore

Women and Children’s Health Chapter Chair

(Ex-Officio) – Vacant

SNA-SC President (Ex-Officio) – Bethany Ghent

SCNF President (Ex-Officio) – Deborah Hopla

CEO and Lobbyist – Judith Curfman Thompson

Executive Assistant – Rosie Robinson

The South Carolina Nurse (ISSN 1046-7394) is

published quarterly every March, June, September,

December and by the South Carolina Nurses Association,

a constituent member of the American Nurses

Association, 1301 Gervais Street, Suite 802, Columbia,

SC 29201, (803) 252-4781, website: www.scnurses.org.

Subscription fees: Members $2 per year included in dues

as a membership benefit, Institutional subscriptions, $40

per year. Single copies $10.

Readers: Send address changes to South Carolina

Nurses Association, 1301 Gervais Street, Suite 802,

Columbia, SC 29201.

For advertising rates and information, please contact

Arthur L. Davis Publishing Agency, Inc., PO Box

216, Cedar Falls, Iowa 50613, (800) 626-4081,

sales@aldpub.com. SCNA and the Arthur L. Davis

Publishing Agency, Inc. reserve the right to reject any

advertisement. Responsibility for errors in advertising is

limited to corrections in the next issue or refund of price

of advertisement.

Acceptance of advertising does not imply endorsement

or approval by the South Carolina Nurses Association

of products advertised, the advertisers, or the claims

made. Rejection of an advertisement does not imply a

product offered for advertising is without merit, or that

the manufacturer lacks integrity, or that this association

disapproves of the product or its use. SCNA and

the Arthur L. Davis Publishing Agency, Inc. shall not

be held liable for any consequences resulting from

purchase or use of an advertiser’s product. Articles

appearing in this publication express the opinions of

the authors; they do not necessarily reflect views of the

staff, board, or membership of SCNA or those of the

national or local associations.

South Carolina Nurse Copy Submission Guidelines:

All SCNA members are encouraged to submit material

for publication that is of interest to nurses. The South

Carolina Nurse also welcomes unsolicited manuscripts

written by members. Article submission is preferred in

MS Word format and may be up to 1000 words. When

sending pictures, please be certain to label them

clearly since the editors have no way of knowing who

persons in the photos might be. Preferred submission

is by email to Rosie@scnurses.org. Please do not

embed photos in Word files, but use jpg files. All

articles submitted are subject to editing by the SC

Nurse editorial staff.

South Carolina Nurse Editorial Staff:

Judith Curfman Thompson, Executive Editor

Rosie Robinson, Assistant Editor

Year of the Nurse 2021 – Excel – Lead – Innovate


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 3

CEO Column

ANCC

Judith Curfman Thompson, IOM CEO

8515 Georgia Ave, Suite 400

Silver Spring, MD 20910

nursingworld.org/pathway

Thank you seems

somehow a small way to

acknowledge the truly heroic

work that has been going on

for over a year around the

world and in our country.

And we do not seem to be

seeing the end of COVID-19

in our lives. So we shall all

continue to wear our masks

and try to limit outside our

homes activities.

I have to admit that I find

this past year to be a most

interesting dichotomy: stay

Judith Curfman

Thompson

home “orders,” BUT, not for healthcare professionals,

etc. I am certain that many of you have had trying

days of wondering just how you were going to go to

work and also have family at home that might need

your attention.

As I sit in my cozy dining room…now office...I

marvel at the work that you are doing even more

than I do on regular basis. We are beginning to see

lists of nurses who have died during this terrible time.

ANA has created one of these. When it is known,

COVID 19 is listed as the cause of death. It is jarring

to see how many losses there have been in the

nursing profession to date.

SCNA has been contacted frequently by the

media for information and interviews during this

time. President Bouthillett has been a real trouper

responding to the requests for comments, interviews

and television appearances. When she is not available

I try to find other members to speak, or, do the

interviews myself. It has been a great opportunity to

spread the news about the wonderful work nurses do.

So, on we go with hopes high that soon we shall

see the end of this devastating health event that has

had us in its grip for far too long. Stay well, Stay safe

and thank you!

Judy

Hello!

Due to popular demand, we are proud to re-open the ANCC Preceptor Bank! Graduate students,

APRN faculty, and universities may once again benefit from the ANCC Preceptor Bank. The ANCC

Preceptor Bank will serve as a repository tool to access and locate eligible APRN preceptors who can

be a great match for graduate students needing knowledge, skills, and clinical expertise in a specific

practice specialty/setting.

The goal of the ANCC Preceptor Bank is to fill the need by helping APRN students find the

preceptors for their graduate school clinicals, while allowing APRNs to volunteer their time to earn

professional development hours for their ANCC certification renewal.

Deans and Program Directors/APRN Faculty of schools/universities will have access to the new

and updated ANCC Preceptor Bank. The Preceptor Bank will help graduate students eliminate the

associated costs and frustrations with finding a preceptor-volunteer, essentially resulting in them being

able to seek ANCC national certification.

Join the ANCC Preceptor Bank to:

• Enhance your role commitment as an APRN.

• Help teach/train future APRNs and increase their exposure to the latest practice-based research

• Enhance one’s professional reputation by helping a new advanced practice graduate nurse grow

into a competent health care provider

• Earn credits for your professional development that can be applied to your ANCC certification

renewal

Support your nursing colleagues by participating in the ANCC Preceptor Bank. Please fill out the two

attached forms (Applicant Form and the Waiver & Release of Liability Form) and submit electronically

to ANCCPreceptorbank@ana.org. Upon receipt of all these required forms, ANCC will send you a

$50 discount code that you can use towards your next certification renewal. We sincerely hope that

you would be encouraged to participate and join our growing numbers of highly committed ANCC

preceptors.

Sincerely,

Erika A. Borlie, DNP, MS, BSN, WHNP-BC, RN-C

Certification Outreach Manager

American Nurses Credentialing Center

8515 Georgia Avenue, Suite 400

Silver Spring, MD 20910

Care and

Concern

of SCNA sent to Maggie

Johnson and her family at

the death of her husband

Tom in early January 2021.

Sent to Frances Ashe-

Goins and her family at the

death of her mother and her

daughter in February 2021.

MDS/Care Plan Coordinator

THIS Florence, SC LTC facility looking for highly qualified MDS-RN. Must have updated

training and experience completing MDS for patients as required by CMS. Certification

preferred. Candidate should also have experience in Care Plan management, and

knowledge of SC and Federal regulations for Skilled Nursing/LTC facilities.

Benefits incl: Competitive salary and vacation benefits; medical, life, dental and

disability insurance options; 401k and Profit Sharing; emergency salary advances; and

free meal each shift.

Send resume to: jobs@heritageflorence.com

www.heritageflorence.com

Nurses Month Nurses Make a Difference


PAGE 4 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

South Carolina Nurses Association

New and Reinstated SCNA/ANA Members

November 19, 2020 – February 16, 2021

Hareg Abate

Florence SC

Jessica Abbott

Blythewood SC

Janette Ault

Woodruff SC

Parker Bocklet

Charleston SC

Elizabeth Bostic

Greenville SC

Rolanda Brealon

Columbia SC

Lavetta Brown

Fort Mill SC

Aneka Campbell

Bluffton SC

Heather Chapman

Lancaster SC

Susan Clark

Greer SC

Katherine Cobb

Greenville SC

Brittany Cole

Inman SC

Felicia Coleman

Newberry SC

Joan Creed

Columbia SC

Hope Cummings

Greenville SC

Cynthia Dakin

Irmo SC

Stanley Darnell

Taylors SC

Lindsay Davis

Columbia SC

Veronica Deas

Elgin SC

Kathleen Dellinger

Rock Hill SC

Jeanette Diaz

Moncks Corner SC

Kristen Dimitch

Johns Island SC

John Dorkewitz

Mount Pleasant SC

Trinka Douglas

Summerville SC

Ashley Ehlers-Isenhower

Charleston SC

Jamie Estes

Greenville SC

Micala Fox

Greenwood SC

Sandra Fox

North Charleston SC

Tiffany Frialde

Anderson SC

Shelli Gibbs

Harleyville SC

Lanina Goode

Greenwood SC

Alicia Green

Charleston SC

Aimee Grubb

Florence SC

Mary Gustafson

Elgin SC

Christopher Hairfield

Ravenel SC

Juanita Ham

Anderson SC

April Hampton

Irmo SC

Linda Hentz

Columbia SC

Abigail Husk

Charleston SC

Cicily Huskey

Aiken SC

Heidi Hutto

Fountain Inn SC

Nicholas Jackson

Myrtle Beach SC

Erica Johnson

Orangeburg SC

Claudine Jones

Rock Hill SC

Jessica King

Simpsonville SC

Jessie Kirkland

Summerville SC

Charlene Kish

Ninety Six SC

Carman Kizer

Clover SC

Angie Koppe

Clover SC

Janet Kubas

Blythewood SC

Skye Lanford

Little River SC

Ogechi Lebeanya

West Columbia SC

Connie Martin

Anderson SC

Hannah Maynard

Lexington SC

Santa McPherson

Columbia SC

Kimberly Medlin

Charleston SC

Celeste Mendez

Seneca SC

Miranda Middlebrooks

Ridge Spring SC

Nancy Miller

Tega Cay SC

Kendrea Moore

Florence SC

Amy Morrissette

Bluffton SC

Barbara Nash

Beaufort SC

Victoria Nolph

Fort Mill SC

Andrea Oates

Columbia SC

Samuel Ogunbode

Mount Pleasant SC

Mary Oliver

Jenkinsville SC

Janina Owen

Mount Pleasant SC

Alexis Parker

Charleston SC

Evelyn Pili

Simpsonville SC

Rachel Primo

Mount Pleasant SC

Jessica Roberts-Becerra

Lexington SC

Jennifer Ross

Aiken SC

Krista Rudd

Myrtle Beach SC

Jennifer Sapp

North Augusta SC

Julia Sayegh

Simpsonville SC

Margaret Selph

Columbia SC

Danielle Sheffield

Easley SC

Hanna Sheffrin

Chesnee SC

Eleanor F Shepard

Charleston SC

Nisheeka Simmons

Lake City SC

Alison Smith

Moncks Corner SC

Gregory Smith

Simpsonville SC

Kristen Smith

West Columbia SC

Jessica Steen

Lexington SC

Hilary Stone

Lexington SC

Rachel Swain

Myrtle Beach SC

Martha Sylvia

Charleston SC

Tonia Tash

Elgin SC

Lauren Tate

Rock Hill SC

Kayla Thomason

Anderson SC

Annie Trout

Landrum SC

Danielle Vyrostek

Greenville SC

MEMBER GET A MEMBER

REWARD$!

WANTED: Members of SCNA who will

recruit new members to SCNA

REWARD: A check for $25.00 for each

Full SCNA/ANA member OR SCNA Only

member. Not valid for any reduced price

memberships

HOW TO COLLECT YOUR REWARDS: Be

sure that your new recruit knows to join on

line and to put your name in the “referred by”

section of the application. It couldn’t be easier!

HOW MANY REWARDS MAY A MEMBER

COLLECT: There is NO repeat NO limit to

the number of reward checks of $25.00 that

current members can earn. Start today and

enjoy your rewards!

Elisabeth Walter

Blythewood SC

Meagan Webb

Beaufort SC

Elizabeth Webber

Pendleton SC

Kelly Willenberg

Greenville SC

Tonia Wood

Elgin SC

Mikikia Woodard

Lancaster SC

Mildred Woods

Hartsville SC

Ashley Wright

Fort Mill SC

Hali Young

Anderson SC

Sharonda Jamerson

Columbia SC

New SCNA-Only Members

To access electronic copies of

The South Carolina Nurse, please visit

http://www.nursingALD.com/publications

SCNA State Convention Slogan/phrase/Save October 14-16, the Date/Etc 2021 Hilton Head, SC


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 5

South Carolina Nurses Association

Full SCNA/ANA

Membership Dues:

$283.00 annually or

$24.09 monthly

• Full time employed

• Part time employed

Membership Made Easy

Everything you need to know is on line

http://www.nursingworld.org/joinana.aspx

SCNA State-Only Membership:

$187.00 annually or $16.08 monthly

Reduced SCNA/ANA Membership Dues:

$141.50 annually or $12.29 monthly

• RNs not employed

• RNs in full time study until graduation

• Graduates of basic nursing programs for a

first year of membership within 6 months

following graduation;

• RNs 66 years of age or older who are not

earning more than social security allows

without a loss of social security payments

Special SCNA/ANA

Membership Dues:

$70.75 annually or $6.40

monthly

• 66 years of age or over and

not employed;

• Totally disabled

• Past NSNA/SNA-SC

Members for a first year of

membership if membership

is initiated within 6 months of

licensure

ANA-Only Membership

$191.00 annually or $16.42 monthly

As a member of SCNA there are several options available to you to enhance your

membership experience. SCNA has Chapters that are open to members of SCNA. You are

welcome to join any of the chapters listed, think about creating others, or simply enjoy your

state membership in SCNA. For more information about SCNA Chapters go to http://www.

scnurses.org/?SCNAChapters

Submission Date

There are currently four practice based Chapters:

-APRN Chapter -Psychiatric-Mental Health Chapter

-Women and Children’s Health Chapter -Nurse Educator Chapter

Sign up for chapter membership by going to

https://scnurses.site-ym.com/?page=ConsentParticpateChC

Application due by May 12, 2021

Application due by August 11, 2021

2021 Calendar for CEAC Submissions

Application due by November 10, 2021

Date of program date or expiration date

For Program/Expiration dates July 1st, 2021 or later

For Program/Expiration dates October 1st, 2021 or later

For Program/Expiration dates January 1, 2022 or later

For a complete list of Approved Three Year Providers and Approved Individual Activities

please visit our Continuing Nursing Education page on www.scnurses.org. You will also

find all the information you need to know about how the SCNA CNE process works.

2021

CALENDAR

APRIL

1

MAY

1

1

2ND & 3RD QUARTER

List of Nominations Due from SCNA

Board and Chapter Chairs to Nominations

Committee

Final List of Nominations Due to SCNA

Board of Directors

Consent to Participate / Bio Form / Picture

due for the June SC Nurse

1 Bylaws Proposals Due

1 Proposed Resolutions due to SCNA

10 June - August 2021 Issue Copy Due

12

Programs July 1st or later CEAC

Submission Date

14 Board Meeting

31

AUGUST

1

9

13

Date of eligible membership to vote in

election

SCNA Board Members Annual Reports

Deadline

September –November 2021 Issue

SC Nurse Publication Copy Due August 11,

2021 for programs October 1st or later CE

Approver Committee Submission Deadline

Election notice deadline 60 days before

annual meeting

20 Board Meeting

SEPTEMBER

17

Last Day to File Consent to Participate for

write in candidates.

20 Election Notice Emailed to Member

20 Election opens at midnight

HIRING LPNs | FT, PT, PRN | All Shifts

Starting pay is $23/hour with an increase to

$24 at 6 months plus shift differentials

Visit nursingALD.com today!

Search job listings

in all 50 states, and filter by location and credentials.

Browse our online database of articles and content.

Find events for nursing professionals in your area.

Your always-on resource for nursing jobs, research, and events.

Babcock Center is a not-for-profit organization in the

Columbia, SC area supporting adults with disabilities in

residential homes and vocational centers.

We offer great benefits including medical (FT only),

dental, vision, tuition reimbursement, up to 6% 401K

match, and PTO (even for PT employees).

To apply online: https://www.babcockcenter.org/

Contact our recruiter, Amy Walden, 803-799-1970 x220

www.babcockcenter.org

SCNA Annual Membership Slogan/phrase/Save Meeting October the Date/Etc 14, 2021 Hilton Head, SC


PAGE 6 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

SCNA now offers Professional Liability Insurance

through the NSO company, an AON Affinity partner.

So, if you are in need of liability insurance or wish to

make some changes in your current coverage, please see

the benefits on the SCNA Website for further information.

SCNA Nursing Flash and Legislative Updates –

Members gain access to informative SCNA Nursing Flash

including timely updates during the legislative session,

national news & policy updates and vital information for all

nurses.

Member Discounts on SCNA Convention and Event

Registration – SCNA members receive special discounts

on all SCNA events. Discounts available as well for ANA

Events.

Free quarterly SCNA newspaper The South Carolina

Nurse.

Take Advantage of YOUR Member Benefits

SCNA Benefits

Connect with Leaders in the nursing profession –

SCNA/ANA members will find numerous opportunities

to connect with peers through special events, chapter

involvement, the SCNA website, and other services.

SCNA Chapters – Get involved with SCNA at the

chapter level and you will have the opportunity to connect

with nursing professionals who have the same interest/

specialty as you!

Dedicated professional staff & lobbyist – By

joining SCNA, you will gain access to a staff of dedicated

professionals and skilled lobbyist, who advocate for you at

the state and federal level.

The Great South Advisory Group is the approved

retirement income planning firm to the South Carolina

Nurses Association. As a benefit of membership

in the SCNA, you can receive your personalized

Retirement Income Analysis report for no charge.

Simply call to schedule your complimentary appointment

at 803.223.7001. Visit their website at www.

greatsouthadvisorygroup.com.

The ONLY discount on ANCC Review/Resource

Manuals – SCNA/ANA members only.

Journals & Publications – a free subscription to The

American Nurse Today, an $18.95 value. Free online

access to OJIN: The Online Journal of Issues in Nursing.

Members also have the first opportunity to access OJIN &

TAN content online!

ANA Nursing Knowledge Center Free Webinars & CE

opportunities – SCNA/ANA members can access frequent

educational webinar offerings from ANA at no cost to the

members.

ANA SmartBrief – SCNA/ANA members receive ANA’s

SmartBrief electronic newsletter via email on a weekly

basis. SmartBrief provides members with up-to-date

nursing news and information in a convenient format.

Members may self-nominate to participate in ANA task

forces as they arise for issues of interest and concern to

nursing.

Nurses know that without proper planning, the costs of

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Securing quality LTC insurance protection is a serious

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and our families is increasingly critical to us all. ANA has

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members will receive a 5% discount on top of any other

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with their LTC needs.

New leadership opportunities – Get involved

with SCNA. Statewide recognition and professional

development. Become a chapter member, participate in

a task force or committee and run for elected office for a

chapter or SCNA BOD.

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We have an exciting opportunity for you to receive

exclusive access to Snazzy Traveler, America’s Fastest

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Visit www.commercebank.com/scna for details on how

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SCNA/ANA Benefits

Some of the many great services, discounts and

opportunities you will access as a member of SCNA/ANA:

The LARGEST Discount on initial ANCC Certification –

SCNA/ANA members save $$$ on initial certification.

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Do you have enough term life insurance to help ensure

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just for nurses by ANA. Because you are a member, you

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economical rates. 2

National Nurses Week Gifts – ANA has a full line

of nursing gifts available every year for National Nurses

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Factsheets and Resources – ANA offers many fact

sheets, tip cards and Toolkits to help guide you in your

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range from dealing with bullying and workplace violence

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ANA membership gives you free access to a variety

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Documents

Year of the Nurse 2021 – Excel – Lead – Innovate


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 7

You Make a Difference

Since the pandemic, honoring our nation’s nurses

is more profoundly significant, which makes this

month of recognition in May even more important.

Whether it is a national health emergency or

routine daily care, nurses’ vital contributions impact

the health and well-being of our communities, which

is why ANA selected the theme for May as Nurses

Make a Difference. To honor nurses and support the

nursing profession, ANA will promote weekly themes

and activities. While continued physical distancing

may limit our face-to-face activities, we encourage

everyone to think of creative ways to virtually engage.

The month will be divided into four weekly focuses:

WEEK 1

SELF-CARE

(MAY 1–9)

Use this week to focus on yours’ and your

colleagues’ mental health and physical well-being.

Navigate Nursing Webinar Bundle

In response to the member survey, ANA has

created an exciting Navigate Nursing Webinar

Bundle for 2021. Each webinar offers one contact

hour. The topics this year include:

• May 19, 2021 - Redefining Nursing –

Reaffirming Our Practice: Introducing the

Nursing Scope and Standards of Practice,

Fourth Edition

• August 18, 2021 - Hello – Your Virtual Nurse

Will See You Now

• November 17, 2021 - Inequities in Health Care

and How Nurses Can Make a Difference

This webinar bundle sells for $75 to non-members

but as a member of ANA you get the entire bundle

for FREE! Just one registration secures your

access to all four webinars.

These quarterly webinars are available live, or

on-demand after the date of the presentation. Each

webinar stays available for on-demand viewing and

CNE until December 31, 2021.

Register now for these educational, convenient,

and interesting webinars. We value your membership

and hope that these FREE webinars assist you in

your professional growth.

Go to https://www.nursingworld.org/educationevents/

for more information and to register

The American Nurses Association is accredited

as a provider of nursing continuing professional

development by the American Nurses Credentialing

Center's Commission on Accreditation.

ANA is approved by the California Board of

Registered Nursing, Provider Number CEP17219.

RPP is a confidential referral and monitoring program for licensed

healthcare professionals experiencing a problem with substance use,

depression, anxiety, or job-related burnout, boundary

issues, or any other mental health related condition or disorder

which has the potential to interfere with, or impede, the ability to

safely and effectively treat patients.

Toll-free 24-hour helpline 1-877-349-2094

www.scrpp.org

WEEK 2

RECOGNITION

(MAY 10–16)

Now more than ever, it is important to raise the

visibility of the critical work nurses do by honoring

nurse heroes, innovators and leaders.

WEEK 3

PROFESSIONAL DEVELOPMENT

(MAY 17–23)

The free Nurses Month Webinar on May 19 will focus

on the Nursing: Scope and Standards of Practice, 4th

Edition.

WEEK 4

COMMUNITY ENGAGEMENT

(MAY 24–31)

Help promote nurses’ invaluable contributions by

engaging virtually or in-person with your community,

educating them on what nurses do, and encouraging

them to support current and future nurses.

Nurses Month Nurses Make a Difference


PAGE 8 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

The Value of Accreditation for Nursing Continuing Professional

Development: Quality Education Contributing to Quality

Outcomes

ANCC Commission on Accreditation in Nursing

Continuing Professional Development

December 2020

Suggested citation:

American Nurses Credentialing Center's

Commission on Accreditation (2020). The Value of

Accreditation for Nursing Continuing Professional

Development: Quality Education Contributing to

Quality Outcomes. Silver Spring, MD: American

Nurses Credentialing Center.

Abstract

Obtaining continuing nursing education has long

been an expectation for the ongoing professional

development of the registered nurse. Accreditation

for providers and approvers of continuing nursing

education has been available since 1974 in

the United States. Given the focus on quality

outcomes 1 and the need for safe patient care in the

contemporary healthcare environment, registered

nurses require opportunities for professional

development that maintain and enhance their

ability to provide safe, effective high-quality care.

Accreditation provides rigorous and objective

evidence of the quality of education that supports

nursing professional development.

The Context for Accreditation within the

Credentialing Process

Continuing education is defined by the Nursing

Professional Development Scope and Standards

of Practice (Association for Nursing Professional

Development (ANPD), 2016, p.18) as "the provision

of learning activities intended to build upon

the educational and experiential bases of the

professional RN for the enhancement of practice,

education, administration, research, or theory

development, to the end of improving the health

of the public and RNs’ pursuit of their professional

goals’. The ANCC Accredited Provider manual

glossary (ANCC, 2015, p. 44) has the same

definition. According to ANPD, identification of a

professional practice gap and determining a desired

learning outcome to be achieved by the target

audience are essential factors in developing quality

continuing education. Achievement of desired

learning outcomes requires “planning, design,

implementation, and evaluation of educational

activities” based on utilization of best practice

standards (ANPD, 2016, p.18).

In recognition of the fact that professional

development in today’s healthcare environment

encompasses more than traditional “continuing

education,” ANCC updated its program name to

accreditation in nursing continuing professional

development. This shift in language recognizes the

multiple ways nurses continue to learn throughout

the progression of their careers.

Accreditation of nursing continuing professional

development occurs within the broader context of

credentialing. Credentialing has been defined by

both ANA and the International Council of Nurses as

a process used to designate that a recognized entity

has met established standards as determined by a

governmental or nongovernmental agent qualified to

carry out development and implementation of these

standards (Styles, 1999). Credentialing includes

• Regular hours

• Career advancement

• Vacation/sick leave and

paid state holidays

• State retirement and

investment options

• Flexible work schedules

in some areas

processes that are mandatory, such as licensure or

registration, and others that are voluntary, such as

certification and accreditation.

Accreditation is the voluntary process by which a

nongovernmental agency or organization appraises

and grants accredited status to institutions and/

or programs or services that meet predetermined

structure, process, and outcome criteria

(ANCC,2015). Purposes of accreditation include

establishing and maintaining criteria based on bestavailable

evidence; recognizing organizations that

have met criteria; holding organizations accountable

for consistently adhering to criteria during the period

of accreditation; supporting accredited organizations

in providing evidence of outcomes; and providing

evidence to consumers and to the public that

accredited organizations are functioning according to

quality standards.

History of Accreditation in Continuing Nursing

Education/Nursing Continuing Professional

Development

Accreditation for continuing nursing education in

the United States was first established in 1974 by

the American Nurses Association (ANA). Criteria

were developed to recognize continuing nursing

education providers and approvers at the state,

regional, and national levels (DeSilets, 1998). When

ANCC became a separately defined organization in

1991, accreditation and other credentialing activities

were moved from ANA to ANCC. Since that time,

the program has continued to evolve, adapting to

changes in the healthcare environment and the

needs of registered nurse learners. From 2007 to

August 2020, the ANCC Accreditation Program

included “skill-based competency courses designed

to validate a nurse’s skill or skill set in the clinical

setting through its Nursing Skills Competency

Program (NSCP) (ANCC, 2015, p.1). In 2010, ANCC

began awarding joint accreditation to organizations

collaborating to provide interprofessional education

to health team members. This Joint Accreditation

Program was developed collaboratively with the

Accreditation Council for Continuing Medical

Education (ACCME) and the Accreditation Council

for Pharmacy Education (ACPE) and is managed by

all three organizations. This program has expanded

to eight collaborating accreditors currently providing

continuing education for dentists, dietitians, nurses,

optometrists, physician assistants, physicians,

pharmacists, psychologists, and social workers via a

single, unified application process, fee structure, and

set of accreditation standards (Joint Accreditation,

2020). In 2014, ANCC initiated the Practice Transition

Accreditation Program (PTAP) to develop and

implement standards for residency and fellowship

programs for registered nurses and advanced

practice registered nurses (APRN).

ANCC, the world's largest and most prestigious

nurse credentialing organization, embraces quality

in all its credentialing services (the Magnet®

Recognition Program, The Pathway to Excellence®

program, Accreditation, and Certification). To that

end, it is the only nurse credentialing organization

that has undergone rigorous external analysis and

successfully achieved ISO-9001--2015 certification

in the design, development, and delivery of global

credentialing services and support products for

nurses and healthcare organizations.

Foundations for Nursing Continuing Professional

Development

The necessity for continuing nursing education is

well established. First, the Code of Ethics for Nurses

with Interpretive Statements (ANA,2015) contains

a provision that the nurse has the responsibility

to maintain competence and continue personal

and professional growth. Professional growth in

knowledge development and skill acquisition requires

a commitment to lifelong learning. This includes

continuing education as well as advanced academic

education, certification, and activities that support

competent professional practice.

Second, the Nursing Professional Development:

Scope and Standards of Practice 3rd Edition is

based on the premise that "nursing professional

development (NPD) is a specialized nursing practice

that facilitates the professional role development and

growth of nurses and other healthcare personnel

along the continuum from novice to expert (ANPD,

2016, p.6).” The model of nursing professional

development put forth in the standards includes

seven distinct roles with concomitant responsibilities:

learning facilitator, change agent, mentor, leader,

champion for scientific inquiry, advocate for NPD

specialty, and partner for practice transitions (ANPD,

2016, p. 16-17).

Third, adult learning principles (Knowles, 1973,

1990; Knowles, 1984, 2012; Jarvis, 1985; Merriam,

2001; Merriam & Caffarella, 1991; Senge, 1990,

2006) support the need for learning that goes beyond

initial preparation for practice. Thorough needs

assessments provide the foundation for building

learning activities that are relevant to learners,

build on previous learning, address current practice

gaps, and relate to real-world application. Learners

are self-motivated and learn best when they are

actively engaged in the learning process. Continuing

education enhances previous learning, enables

learners to keep up with contemporary changes,

and supports transfer of knowledge from setting

to setting. Furthermore, research into continuing

education and work-based learning has shown that

learners can critically review past experience and

thereby improve their future performance (Eraut,

2006, Bulman, Lathlean and Gobbi, 2012).

The Imperative for Quality and Consistency

To develop accreditation criteria based on the

best available evidence and aligned with quality

standards, accreditation itself must continue to

evolve in response to contemporary healthcare

system and education process changes. As noted

by Dickerson and Chappell (2011), current evidence

impacting accreditation includes data from the 2008

report of the Josiah Macy Jr. Foundation related to

continuing education (Hager, Russell, & Fletcher,

2008); the 2010 publication of a report from the

Carnegie Foundation related to education of nurses

(Benner, Sutphen, Leonard, & Day, 2010); and the

2010 Institute of Medicine (IOM) report related to

continuing education in the health professions (IOM,

2010). Findings from these reports provide similar

areas of emphasis on adult learning principles, with

documented need for active engagement of learners

in relevant learning activities, resulting in learning

outcomes that enhance professional development

and quality of care. The need to develop and

implement learning activities specific to a particular

target audience and based on identified gaps in

knowledge, skill, and/or practice is paramount.

The purpose of the continuing education initiative

is clearly related to narrowing the identified gap.

Learning outcomes can be measured, with evidence

that the quality of practice has been enhanced.

Additionally, the IOM report (2010) noted that

educational activities must be conducted with

integrity, ensuring freedom from commercial bias or

promotion, and based on best available evidence.

The Accreditation Model

The ANCC Accreditation Model is based on two

established foundations. The original Donabedian

(1980) framework of structure, process, and outcome

measures is a well-accepted strategy for evaluation

of quality. While originally focused on healthcare

quality in hospitals, the model is applicable to the

design, implementation, and evaluation of quality in

nursing continuing professional development as well.

The Nursing Professional Development: Scope and

Standards of Practice (ANPD, 2016) is based on a

logic model of nursing professional development

consisting of inputs, throughputs, and outputs, with

continuing nursing education identified as an integral

throughput component.

SCNA State Convention October 14-16, 2021 Hilton Head, SC


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 9

The Donabedian model for accreditation (see

figure 1) is designed around a core of continuing

nursing education as a contributor to professional

development of the registered nurse. Three criteria

domains address structural capacity, educational

design principles, and quality outcomes. These

criteria, taken together, provide the framework within

which accredited organizations design, implement,

and evaluate nursing continuing professional

development activities.

In addition to accountability for educational

activities, accredited organizations also have

responsibility for establishing and working to

achieve quality outcomes. Operational improvement

and professional development outcomes and

measurement criteria are determined by the

accredited organization in relation to its overall

mission and strategic plan. Evaluation data support

the value of nursing continuing professional

development to the organization.

FIGURE 1. ANCC Primary Accreditation

Conceptual Framework. © American Nurses

Credentialing Center. All rights reserved.

Quality Education: Accredited Organization

Responsibilities

There are seven elements/components

that relate to an organization’s commitment to

providing quality education for nursing continuing

professional development. Underpinning these

criteria are adult learning theory and documented

evidence of a change in knowledge, skill, and/or

practice. Achievement of these criteria exemplifies

quality in educational programming. development,

implementation, and evaluation of quality learning

activities.

1. Leadership in Planning of Educational Activities

All educational activities are planned with the

guidance of a graduate-prepared nurse. Much

of the research that has been conducted about

educational preparation of the nurse in relation

to quality outcomes has been clinical in nature,

though the academic arena has long embraced the

requirement that nursing faculty must be graduate

prepared. The National Council of State Boards

of Nursing (2008) described the importance of

graduate-prepared faculty in registered nurse

educational programs, citing the importance of

faculty in three key areas: collaboration, director of

the learning experience, and role modeling. This is

supported by the American Association of Colleges

of Nursing through expectations for nursing faculty

published in the Commission on Collegiate Nursing

Education manual (Commission on Collegiate

Nursing Education, 2018) and the National League

for Nursing Accrediting Commission for Nursing

Education Accreditation (2016). Leadership of the

graduate-prepared nurse in educational design

and development, as well as operation of the

provider unit, supports integration of knowledge of

nursing art and science; teaching/learning theory;

critical analysis of relevant issues; and professional

collaboration with others to enhance the success of

the educational programming.

2. Focus on the Needs of Learners

Educational activities are developed with the

specific intent of meeting the learning needs of

a defined target audience. Gaps are identified to

indicate the difference between where learners

currently are in their knowledge, skill, and/or

practice and where they need to be to achieve the

expected learning outcome. Gap analyses and

subsequent learning needs assessments are used

widely in both educational and practice venues

to support the value of an educational initiative.

Accreditation criteria require that providers identify

the target audience for each proposed learning

activity and document evidence of the gap that

exists prior to the educational activity. This also

provides the foundation for determining and planning

the measurement of educational outcomes that

demonstrate narrowing or closure of the identified

gap because of the educational intervention.

3. Focus on Quality Outcomes that are Intentional,

Measurable, and Supported by current, evidencebased

Content

The planning committee uses gap analysis and

learning needs assessment data to structure an

educational activity to achieve a desired outcome.

By identifying the gap between the learners’ current

knowledge or abilities and what is desired, the

learning outcome(s) can then be constructed. Hence,

the selection of the desired outcome is purposeful

in nature and drives development of content and

learner engagement strategies. Prior to the start of

the educational activity, learners are informed of the

criteria for successful completion in order to earn

contact hours for the activity.

Subject experts develop content. Planning

committee members, with guidance from a

qualified nurse planner, ensure that faculty have

the qualifications that reflect their ability to deliver

appropriate content, as well as being educationally

and experientially qualified to address the topic.

There are three key data sources that should

contribute to the development of the educational

content: (1) the findings of the needs assessment;

(2) the gap analysis for the intended target audience;

and (3) the best available evidence associated with

the topic. Guidelines for addressing and resolving

potential or actual conflicts of interest must be in

place to ensure that learning activities are free of

commercial promotion.

Likewise, procedures for acceptance of

commercial support are delineated and made

transparent, enabling providers to accept such

support while maintaining the integrity of the learning

experience.

4. Teaching/Leaning Strategies are Selected to

Support Learner Engagement

Evidence supports active learner engagement

as critical to learning (Benner et al., 2010; Senge,

1999, 2006; IOM, 2010). Based on the needs

assessment and gap analysis, learning outcomes

are written to articulate expected learner change in

knowledge, skill, and/or practice. Taking account

of related resources, educational strategies that

engage learners are developed and implemented,

based on adult learning principles and knowledge

of the preferred learning styles of the intended

audience for the learning activity. These strategies

should acknowledge that continuing professional

development covers the age span and degree of

maturity and expertise of the learner.

5. Outcomes are Evaluated to Determine the Impact

of Educational Activities on Quality Patient Care

and Professional Development of the Nurse

Learner

One dimension of judging the success and

efficacy of a learning activity is that the activity

should be evaluated in relation to the initial needs

assessment, gap analysis data and the extent to

which desired change has occurred. The focus is

on determining whether the gap has been filled, with

subsequent change in learner knowledge, skills, and/

or practice. Criteria for successful completion are

The Value of Accreditation for Nursing...continued on page 10

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PAGE 10 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

The Value of Accreditation for Nursing...continued from page 9

based on expected learning outcomes. Evaluation

for an international audience refers to assessment

strategies that measure achieved learning.

6. Changes are Made in Learning Activities and/or

Accredited Organization Operations in Response

to Feedback

Building on the premise of lifelong learning

and mindful of opportunities for continuous

improvement, accredited organizations seek

input from stakeholders to evaluate their learning

activities and processes. Feedback is used to

modify quality outcome measures established by the

organization, revise learning activities, and enhance

learning experiences that contribute to professional

development of nurse learners and quality patient

care.

7. Outcome-based continuing education credit

Over the past five years, the ANCC NCPD

accreditation program has adopted a dynamic new

approach to continuing education by enabling the

validation of learner engagement and performance

without the use of a time-based metric. This model

integrates a learner/team-directed educational

approach that incorporates quality improvement and

performance expectations into learning experiences.

These learning experiences can positively impact

outcomes for nursing practice, patients, and/or

systems. This model has five levels that begin with

articulation of skills and knowledge and progresses

through application, demonstration, integration, and

impact on practice, patient, and/or system outcomes.

The learner is actively engaged in identifying

professional practice gaps as a guide to determine

desired outcomes of the learning experience. A

nurse planner in the accredited provider unit serves

as facilitator for the learner and the experience

focuses on values, beliefs, and behaviors while

addressing variables such as institutional structure,

culture, and resources. Each learning experience

is unique and may encompass interprofessional

collaboration and learning styles of today’s

healthcare professionals.

Value to the Profession, Employing

Organizations, and Patients

Accredited organizations have chosen to adhere

to rigorous, evidence-based standards in the conduct

of their operations and the planning, implementation,

and evaluation of learning activities. Through the

accreditation process, regulatory bodies that require

continuing education as one source of evidence

for re-licensure can be assured that nurses who

have participated in continuing education offered

by accredited organizations have received quality

learning experiences that have contributed to their

ability to provide safe care. Continuing education

provided by accredited organizations can also serve

as a useful point of evidence for accrediting bodies

for healthcare facilities. These quality nursing

continuing professional development experiences

enrich learning outcomes that support professional

development and enhance ability to deliver quality

care.

Nursing continuing professional development

based on activity-specific needs assessment and

gap analysis supports efforts such as Quality

and Safety Education for Nurses (QSEN) and the

accreditation innovation continuum enables ANCC

and other accreditors to align shared professional

values and competencies to achieve a common goal

of achieving the Quadruple Aim in healthcare. The

Quadruple Aim has four components: improving the

individual experience of care, improving population

health, reducing the per capita cost of health care,

and improving the work life of health care providers

(Institute for Healthcare Improvement, 2016).

ANCC’s focus on communication and collaboration

demonstrates accreditation’s value to the Quadruple

Aim and the future of health care (Cox, et al., 2017).

Similar quality initiatives, both facility specific and

regional or national in scope, are supported by

education designed to address gaps in knowledge

and practice that impact quality care. Alternatively,

nurse-specific indicators, such as those compiled by

the National Database of Nursing Quality Indicators

(NDNQI), provide benchmarks by which needs

assessments, gap analyses, and outcomes data can

be measured.

Evidence demonstrates that employees who

are supported in their efforts to learn and grow are

more likely to remain with an employer (SHRM,

2020; Moschetto, 2019). Providing professional

development activities that meet accreditation

standards can therefore be a tool for recruitment

and retention. A study by Jones, Cline, Battick

and Burger (2019) supports continuing nursing

education opportunities that focus on active learning

strategies for adult learners to prepare and practice

skilled communication that enhances a healthy work

environment. Participants in this study increased

communication proficiency, collaboration with

others, and engagement as a valued partner in the

organization’s work. A healthy work environment

must be addressed within the workplace culture,

which has been reported as one of the most

influential determinants for staff satisfaction,

commitment, engagement, and retention within

an organization (Jones, Cline, Battick, & Burger,

2019). Ongoing education motivates learners and

contributes to their personal and professional

growth. Leadership support is one of the factors

affecting nurses’ perception and experience of the

work environment. Nursing leaders can support

nurses through open communication, collaboration

and teamwork to promote nurses’ career goals

and professional development (Tucker, Gallagher-

Ford, Baker, & Vottero, 2019). Both academic

and continuing education offer opportunities to

enhance development of nurse leaders, which in

tum contributes to staff nurse retention. Dempsey

and Reilly (2016) in their review of Press Ganey

results on nurse engagement found that professional

engagement and commitment of nurses enhances

patient safety and patient-perceived care quality.

In their study, professional engagement included

belief in professional goals and values, willingness

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to make significant efforts to support the profession,

and a desire to remain loyal to nursing. Strategies for

maintaining and enhancing professional engagement

in nurses and NPD practitioners included supporting

continuous learning, facilitating efforts of staff to

achieve certification, encouraging membership in

professional associations, and supporting continuous

professional socialization and development (Kiss &

Smith, 2018).

Several studies have demonstrated links between

continuing nursing education and patient outcomes.

Among these is a study focused on education to

decrease IV infiltrates in pediatric patients (Major

& Huey, 2016) and a study evaluating ambulatory

care nurses' abilities to screen recently discharged

or community-dwelling patients (Smith & Zolotorofe,

2018). Other studies have provided evidence

of change in nurses' practice and/or behavior.

Examples include that of Bonkowski, De Gagne,

Cade and Bulla (2018) who found a statistically

significant improvement in nursing practice related

to intravenous narcotic administration and pain

management practices following pain management

education and operational guidelines; Herandez,

Glembocki and McCoy (2019) who looked at use

of online education on social media that enabled

nurses to identify ST-elevated myocardial infarction

(STEMI) accurately and timely; and Crowe,

Ewart, and Derman (2018) who used simulationbased

continuing education to improve nurses’

knowledge, confidence and behavior when caring

for deteriorating patients on general medicine

units with sustained results at three-months. As

continuing nursing education activities are utilized

for certification, competency in practice, and in many

areas for maintaining licensure, the quality of this

education is essential to positively influence practice

and patient outcomes. Novakovich (2017) used a

matrix based on American Nurses Credentialing

Center Primary Accreditation Criteria to determine

if learners observed differences in the quality of

educational activities developed by organizations

using accreditation criteria, compared with those who

did not. The result was a measurable difference in

how learners perceived the quality of these activities

with use of accreditation standards positively

impacting their practice.

Both U.S. and international providers who develop

nursing continuing professional development

activities using ANCC criteria are eligible for

accreditation as accredited providers after

completing a systematic, comprehensive peer review

and meeting standards defined in the ANCC Primary

Accreditation Provider Application Manual (2015).

Today, accredited international providers continue

to increase in the Middle and Far East as hospitals,

national health services, and continuing education

companies identify the value ANCC Accreditation.

Additional outcomes evidence is currently being

collected, as accredited organizations are required

to provide quality outcomes data as part of the

reaccreditation process. These quality outcomes

demonstrate significant diversity in the value of

nursing continuing professional development, as

accredited organizations represent patient care

centers, colleges of nursing, private enterprises for

continuing education, and numerous other types

of organizations. Each of these can impact nursing

professional development and quality of care in a

unique way.

Value to Health Care

A key issue addressed in both the Macy

report (Hager et al., 2008) and the IOM report

on Redesigning Continuing Education (2010)

was the need for consistency and quality in

implementation of continuing education processes

and outcomes. This is true not only for nursing

but for all healthcare disciplines. Accreditation

criteria that support interprofessional learning and

collaboration strengthen the work of all members of

the healthcare team in providing quality patient care.

The Joint Accreditation Program, now available as

a collaborative effort of the ANCC's Accreditation

Program, the Accreditation Council for Continuing

Medical Education, and the Accreditation Council for

Pharmacy Education, exemplifies the goal of quality

interprofessional learning and collaboration that

avoids unnecessary duplication and promotes cost

efficiency (Joint Accreditation, 2020).

Year of the Nurse 2021 – Excel – Lead – Innovate


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 11

Summary

Accreditation in nursing continuing professional

development is the voluntary recognition of an

organization's commitment to quality in planning,

developing, and implementing educational activities

that support professional development of registered

nurse learners. Rigorous, evidence-based criteria

are addressed to demonstrate adherence of the

organization to quality standards. Outcomes

demonstrate the value of this continuing professional

education to the nurse, to the profession, and to the

patient.

References

American Nurses Credentialing Center. (2015). 2015

ANCC primary accreditation application manual

for providers and approvers. Silver Spring, MD.

ANA. (2015). Code of ethics for nurses with interpretive

statements (2nd ed.). Silver Spring, MD:

American Nurses Association.

ANPD. (2016). Nursing Professional Development: Scope

and Standards of Practice (3rd ed.). (M. Harper,

& P. Maloney, Eds.) Chicago, IL: Association for

Nursing Professional Development.

Benner, P., Sutphen, M., Leonard, V., & Day, L.

(2010). Education nurses: A call for radical

transformation. San Francisco, CA: Josseybass.

Bonkowski, S., De Gagne, J., Cade, M., & Bulla, S. (2018).

Evaluation of a pain management education

program and operational guideline on nursing

practice, attitudes, and pain management.

Journal of Continuing Nursing Education, 49(4),

178-185.

Commission on Collegiate Nursing Education. (2018).

Standards for accreditation of baccalaureate

and graduate nursing programs. Retrieved from

https://www.aacnnursing.org/Portals/42/CCNE/

PDF/Standards-Final-2018.pdf

Cox, M., Blouin, A. S., Cuff, P., Paniagua, M., Phillips, S.,

& Vlasses, P. (2017). The role of accreditation

in achieving the quadruple aim for health. NAM

Perspectives. Retrieved October 1, 2020, from

https://nam.edu/the-role-of-accreditation-inachieving-the-quadruple-aim

Crowe, S., Ewart, L., & Derman, S. (2018, March). The

impact of simulation based education on nursing

confidence, knowledge and patient outcomes

on general medicine units. Nurse Education in

Practice, 29, 70-75.

De Silets, L. (1998). Accreditation of continuing education:

The critical elements. 29(5), 204-210. Retrieved

from Journal of Continuing Education in

Nursing.

Dempsey, C., & Reilly, B. (2016, January 31). Nurse

engagement: What are the contributing factors

for success? OJIN: TheOnline Journal of Issues

in Nursing, 21(1).

Dickerson, P., & Chappell, K. (2011). Addressing

innovation: Changes in the American Nurses

Credentialing Center accreditation system.

Journal if Continuing Education in Nursing,

42(10), 441-445.

Donabedian, A. (1980). The definition of quality and

approaches in its assessment. Ann Arbor, MI:

Health Administration Press.

Hager, M., Russell, S., & Fletcher, S. (Eds.). (2008).

Continuing education in the health professions:

Improving health care through lifelong learning.

New York, NY: Josiah Macy Jr. Foundation.

Hernandez, J., Glembocki, M., & McCoy, M. (2019).

Increasing nursing knowledge of ST-elevated

myocardial infarction recognition on 12-

Lead electrocardiograms to improve patient

outcomes. Journal of Continuing Education in

Nursing, 50(10), 475-480.

Institute for Healthcare Improvement (2016). Moving

upstream to address the quadruple aim.

Retrieved from WIHI: Moving Upstream to

Address the Quadruple Aim | IHI - Institute for

Healthcare Improvement

Institute of Medicine. (2010). Redesigning continuing

education in the health professions.

Washington, DC: National Academies Press.

Jarvis, P. (1985). The sociology of adult and continuing

education. Beckenham, England: Croom Helm.

Joint Accreditation. (2020). Joint Accreditation:

Interprogrssional Education. Retrieved

September 22, 2020, from Joint Accreditation:

https://www.jointaccreditation.org//

Jones, L., Cline, G., Battick, K., & Burger, K. (2019,

September/October). Communitation under

pressure. JNPD, 35(5), 248-254.

Josiah Macy Foundation. (2018). Conference Summary.

Improving environments for learning in the

health professions. Atlanta. Retrieved from

https://macyfoundation.org/publications/

conference-summary-improving-environmentsfor-learning-in-the-health-profes

Kiss, E., & Smith, C. (2018, January/February). Preparing

nurse leaders in nursing professional

development: Human resource management.

JNPD, 332-335.

Knowles, M. (1973, 1990). The adult learner, a neglected

species. Houston, TX: Gulf Publishing

Company.

Knowles, M. (1984). Andragogy in action: Applying modern

principles of adult education. San Francisco,

CA: Jossey-Bass.

Knowles, M., Holton III, E., & Swanson, R. (2012). The

adult learner (7th ed.). London: Routledge.

Retrieved October 20, 2020, from https://doi.

org/10.4324/9780080964249

Major, T., & Huey, T. (2016, January-February).

Decreasing IV infiltrates in the Pediatric patient-

System-based improvement project. Pediatric

Nursing, 42(1), 14-20, 49. Retrieved March 30,

2020, from http://www.pediatricnursing.net/

ce/2018/article420114.pdf

Merriam, S. (Ed.). (2001). A new update on adult learning

theory: New directions for adult and continuing

education series (No.89). 3-13.

Merriam, S., & Caffarella, R. (1991). Learning in adulthood:

A comprehensive guide. San Francisco, CA:

Jossey-Bass.

Moschetto, J. (2019, January 24). Focusing on employee

development can improve retention. Retrieved

March 14, 2020, from American Management

Association: https://www.amanet.org/articles/

focusing-on-employee-development-canimprove-retention/

National Council of State Boards of Nursing. (2008).

Nursing Faculty Qualifications and Roles.

Retrieved from https://www.ncsbn.org/

Final_08_Faculty_Qual_Report.pdf

NLN Commission for Nursing Education Accreditation.

(2016, February). Accreditation standards for

nursing education programs. Retrieved from

NLN: http://www.nln.org/docs/default-source/

accreditation-services/cnea-standards-finalfebruary-201613f2bf5c78366c709642ff0000

5f0421.pdf?sfvrsn=12

Novakovich, E. (2017). Impact of accreditation standards

on the quality of continuing nursing education

activities as perceived by the learner. Journal of

Continuing Education in Nursing, 48(4), 157-164.

Senge, P. (1990, 2006). The fifth discipline: The art and

practice of the learning organization. New York,

NY: Doubleday.

SHRM. (2020). Managing for Employee Retention.

Retrieved March 14, 2020, from https://www.

shrm.org/resourcesandtools/tools-and-samples/

toolkits/pages/managingforemployeeretention.

aspx

Smith, S., & Zolotorofe, I. (2018, May/June). Sepsis

Screening for ambulatory care nursing. AAACN

Viewpoint, 40(3), 3-7. Retrieved March 30, 2020,

from https://search.proquest.com/openview/

efdc2dd3d757552623cf8e4c6299d338/1?pqorigsite=gscholar&cbl=46506

Tucker, S., Gallagher-Ford, L., Baker, M., & Vottero, B.

(2019, June). Promoting nurse retention through

career development planning. AJN, 119(6), 62-

66.

1 Here we mean measurable outcomes related to the

quality of healthcare provision and their effect

on patient outcomes/experience.

www.PresCommunities.org/Careers

Nurses Month Nurses Make a Difference


PAGE 12 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

News You Can Use

How Much Annual Income Can Your Retirement

Portfolio Provide?

Your retirement lifestyle will depend not only on

your assets and investment choices, but also on how

quickly you draw down your retirement portfolio. The

annual percentage that you take out of your portfolio,

whether from returns or the principal itself, is known

as your withdrawal rate. Figuring out an appropriate

initial withdrawal rate is a key issue in retirement

planning and presents many challenges.

Why is your withdrawal rate important?

Take out too much too soon, and you might run out

of money in your later years. Take out too little, and you

might not enjoy your retirement years as much as you

could. Your withdrawal rate is especially important in

the early years of your retirement; how your portfolio is

structured then and how much you take out can have a

significant impact on how long your savings will last.

Gains in life expectancy have been dramatic.

According to the National Center for Health

Statistics, people today can expect to live more

than 30 years longer than they did a century ago.

Individuals who reached age 65 in 1950 could

anticipate living an average of 14 years more, to age

79; now a 65-year-old might expect to live for roughly

an additional 20 years. Assuming rising inflation, your

projected annual income in retirement will need to

factor in those cost-of-living increases. That means

you'll need to think carefully about how to structure

your portfolio to provide an appropriate withdrawal

rate, especially in the early years of retirement.

Current Life Expectancy Estimates

Men

Women

At birth 76.3 81.4

At age 65 83.2 85.8

Source: NCHS Data Brief, Number 395, December 2020

Conventional wisdom

So what withdrawal rate should you expect from

your retirement savings? The answer: it all depends.

The seminal study on withdrawal rates for taxdeferred

retirement accounts (William P. Bengen,

"Determining Withdrawal Rates Using Historical

Data," Journal of Financial Planning, October 1994)

looked at the annual performance of hypothetical

portfolios that are continually rebalanced to achieve

a 50-50 mix of large-cap (S&P 500 Index) common

stocks and intermediate-term Treasury notes. The

study took into account the potential impact of major

financial events such as the early Depression years,

the stock decline of 1937-1941, and the 1973-1974

recession. It found that a withdrawal rate of slightly

more than 4% would have provided inflation-adjusted

income for at least 30 years.

Other later studies have shown that broader

portfolio diversification, rebalancing strategies,

variable inflation rate assumptions, and being willing to

accept greater uncertainty about your annual income

and how long your retirement nest egg will be able to

provide an income also can have a significant impact

on initial withdrawal rates. For example, if you're

unwilling to accept a 25% chance that your chosen

strategy will be successful, your sustainable initial

withdrawal rate may need to be lower than you'd

prefer to increase your odds of getting the results

you desire. Conversely, a higher withdrawal rate

might mean greater uncertainty about whether you

risk running out of money. However, don't forget that

studies of withdrawal rates are based on historical

data about the performance of various types of

investments in the past. Given market performance

in recent years, many experts are suggesting being

more conservative in estimating future returns.

Note: Past results don't guarantee future

performance. All investing involves risk, including

the potential loss of principal, and there can be

no guarantee that any investing strategy will be

successful. Rebalancing involves selling some

investments in order to buy others. Investors should

keep in mind that selling investments in a taxable

account could result in a tax liability. Diversification

does not guarantee a profit or protect against

investment loss.

Inflation is a major consideration

To better understand why suggested initial

withdrawal rates aren't higher, it's essential to think

about how inflation can affect your retirement income.

Here's a hypothetical illustration; to keep it simple,

it does not account for the impact of any taxes. If

a $1 million portfolio is invested in an account that

yields 5%, it provides $50,000 of annual income.

But if annual inflation pushes prices up by 3%, more

income – $51,500 – would be needed next year

to preserve purchasing power. Since the account

provides only $50,000 income, an additional $1,500

must be withdrawn from the

principal to meet expenses.

That principal reduction, in

turn, reduces the portfolio's

ability to produce income the

following year. In a straight

linear model, principal

reductions accelerate, ultimately resulting in a zero

portfolio balance after 25 to 27 years, depending on the

timing of the withdrawals.

Volatility and portfolio longevity

When setting an initial withdrawal rate, it's

important to take a portfolio's ups and downs into

account — and the need for a relatively predictable

income stream in retirement isn't the only reason.

According to several studies done in the late 1990s

and updated in 2011 by Philip L. Cooley, Carl M.

Hubbard, and Daniel T. Walz, the more dramatic

a portfolio's fluctuations, the greater the odds that

the portfolio might not last as long as needed. If it

becomes necessary during market downturns to sell

some securities in order to continue to meet a fixed

withdrawal rate, selling at an inopportune time could

affect a portfolio's ability to generate future income.

Making your portfolio either more aggressive or

more conservative will affect its lifespan. A more

aggressive portfolio may produce higher returns but

might also be subject to a higher degree of loss. A

more conservative portfolio might produce steadier

returns at a lower rate, but could lose purchasing

power to inflation.

Calculating an appropriate withdrawal rate

Your withdrawal rate needs to take into account

many factors, including (but not limited to) your

asset allocation, projected inflation rate, expected

rate of return, annual income targets, investment

horizon, and comfort with uncertainty. The higher

your withdrawal rate, the more you'll have to consider

whether it is sustainable over the long term.

Ultimately, however, there is no standard rule of

thumb; every individual has unique retirement goals,

means, and circumstances that come into play.

Henry E. Batts III, AWMA®, Financial Advisor

hbatts@janney.com

Office - 803 223 7001, Cell - 803 707 0941

Fax - 803 252 7313, Toll Free - 877 239 5138

Janney Montgomery Scott LLC

Join a team that is

#ChangingWhatsPossible

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WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 13

News You Can Use

Failure to report changes in a patient’s condition

Omobola Awosika Oyeleye, EdD, JD, MSN, MEd,

RN-BC, CNE, CHSE

This article has been adapted for space and

originally appeared in the November 2019 issue of

Nursing © 2019 Wolters Kluwer Health, Inc.

A nurse’s ability to recognize and respond

to changes in a patient’s condition is a crucial

element of professional nursing practice. Failure

to respond appropriately to clinical changes can

lead to complications and even death. 1 In a study

that investigated the impact of communication in

malpractice lawsuits, communication failure was a

factor in 32% of cases involving nurses, with most

involving poor communication with other healthcare

professionals about the patient’s status. These cases

often result in huge financial consequences in cost of

care and legal damages. 2

Communication

Communication of a patient’s status has been the

focus of much attention and research, and various

communication frameworks have been generated to

facilitate clinical communication among healthcare

professionals about patient status. 3,4 Widely used

examples include SBAR (situation, background,

assessment, and recommendation) and ISBARR

(introduction, situation, background, assessment,

recommendation, and read back).

In some cases, however, it is not about the nurses’

ability to communicate with primary care providers.

Rather, they are about the competence and decisionmaking

skills needed that enables a nurse to assess

a patient’s condition and determine the appropriate

intervention, including when to escalate care and

seek the expertise of appropriate personnel.

Barriers to Communication

Many factors can play into why nurses may not

communicate a patient’s status promptly or at all.

These include a busy schedule, a reluctance to

“bother” the primary care provider, or a failure to

recognize the circumstances under which a primary

care provider should be notified due to a lack of

clinical competence. 2 Nurses need to recognize the

severity and emergent nature of a patient’s condition.

A nurse’s failure to recognize an emergency

indicates a lack of competence in nursing fundamentals

and a lack of knowledge about the possible physiologic

consequences. This gap in knowledge can contribute

to a catastrophic deterioration in the patient’s condition.

Critical thinking extends beyond mere information,

attentiveness, and assessment. How do nurses

acquire the decision-making and critical-thinking

skills necessary for their practice? The clinical

competence needed to make decisions, especially

in acute situations, develops over time as the nurse

advances from novice to expert. 5

Implications for practice

To determine appropriate interventions and

recognize when it is necessary to escalate care,

nurses must:

• accept only patients that they are capable of

caring for. 6

• develop the education and skills necessary to

recognize when the interventions they initiate

are not effective. 1

• escalate the patient’s care to a more

experienced nurse or the healthcare provider

when they find that a patient’s status change is

beyond their capability. 7

• follow the facility’s chain of command. A

nurse’s vigilance, recognition of an urgent

situation, evaluation of changes in the

patient’s condition, and steps taken to escalate

appropriately should be evident in the medical

record. 8 Documentation should include

the persons consulted and the actions that

resulted from the consultation. 9

• be aware that nurses can be held legally liable

for actions they omit as well as actions they fail

to take in a timely manner. 7

Guidelines for practice

Keep these general guidelines in mind:

• When documenting adverse events, follow

your facility’s policies and procedures.

The record should be objective, including

only clinical facts without any guesses,

assumptions, speculations about the cause of

the event, or personal opinions. 10

• Listen to family members’ concerns. They are

often at the bedside much longer than the

clinical staff. They know the patient and are likely

already engaging in the care of the patient at

home. They are a valuable source of information

and their concerns should be taken seriously. 11

Nurses should consider carrying their own

liability insurance, both for the purposes of

legal liability and for any disciplinary actions

taken by the board of nursing. 12

The failure to report changes in a patient’s condition

can have serious health consequences for the patient

as well as legal and financial implications for all

involved in the care of the patient. But by meeting the

standards of professional nursing care, nurses can and

should avoid these costly consequences.

REFERENCES

1. Massey D, Chaboyer W, Anderson V. What factors

influence ward nurses’ recognition of and response

to patient deterioration? An integrative review of the

literature. Nurs Open. 2016;4(1):6-23.

2. Crico Strategies. Malpractice risks in communication

failures. 2015 Annual benchmarking report. www.rmf.

harvard.edu/Malpractice-Data/Annual-Benchmark-

Reports/Risks-in-Communication-Failures.

3. Institute for Healthcare Improvement. SBAR

Tool:

Situation-Background-Assessment-

Recommendation. www.ihi.org/resources/Pages/

Tools/sbartoolkit.aspx.

4. Cudjoe KG. Add identity to SBAR. Nurs Made

Incredibly Easy. 2016;14(1):6-7.

5. Benner P. From novice to expert. Am J Nurs.

1982;82(3):402-407.

6. Buppert C. A “safe harbor” for unsafe nursing

assignments. Medscape. April 26, 2019.

7. Nurses Service Organization. Failure to report

changes in the patient’s medical condition to

practitioner. 2012. www.nso.com/Learning/Artifacts/

Legal-Cases/Failure-to-report-changes-in-thepatients-medical-condition-to-practitioner.

8. Thielen J. Failure to rescue as the conceptual basis

for nursing clinical peer review. J Nurs Care Qual.

2014;29(2):155-163.

9. American Nurses Association. ANA’s Principles for

Nursing Documentation: Guidance for Registered

Nurses. Silver Spring, MD: American Nurses

Association; 2010.

10. Austin S. Stay out of court with proper

documentation. Nursing. 2011;41(4):24-29.

11. Sherman DW. A review of the complex role of family

caregivers as health team members and secondorder

patients. Healthcare (Basel). 2019;7(2):63.

12. Brous E. Reciprocal enforcement and other collateral

issues with licensure discipline. J Nurse Pract.

2017;13(2):118-122.

This risk management information was provided

by Nurses Service Organization (NSO), the nation's

largest provider of nurses’ professional liability

insurance coverage for over 550,000 nurses since

1976. The individual professional liability insurance

policy administered through NSO is underwritten

by American Casualty Company of Reading,

Pennsylvania, a CNA company. Reproduction

without permission of the publisher is prohibited. For

questions, send an e-mail to service@nso.com or

call 1-800-247-1500. www.nso.com.

As a nurse at CarolinaEast Health System you can work in a variety of units utilizing the latest technology

with a focus on patient care. Registered nurses are highly valued members of the care team, and are

provided conveniences such as electronic charting and medication scanning right at the bedside. Raise a

family in lovely New Bern, North Carolina, close to both the ocean and mountains. Come for your career,

stay for the people you will serve and the relationships you will develop.

We are looking for nurses specializing in:

Up to $10,000 sign on bonus for qualified positions

Relocation up to $5,000 for qualified candidates

To learn more about our opportunities or to apply, visit jobs.carolinaeasthealth.com/nursing.

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PAGE 14 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

News You Can Use

COVID-19 and mental health: Self-care for nursing staff

Gráinne Ráinne Clancy, BN, MIACP; D’Arcy D.

Gaisser, DNP, MS, RN, ANP-BC; and Grace

Wlasowicz, PhD, RN, PMHNP-BC, ANCC NP

This article has been adapted for space and

originally appeared in the September 2020 issue of

Nursing © 2020 Wolters Kluwer Health, Inc.

Along with incalculable loss, the coronavirus

(COVID-19) outbreak has had devastating effects

on the mental health of people with COVID-19, their

families, and the community at large. Healthcare

workers face tremendous stress, both emotionally

and physically, from the grueling work hours and the

threat of contracting the virus at work.

This article addresses the potential mental health

issues for healthcare workers that may emerge from

this pandemic as well as treatment options and selfcare

activities that promote recovery.

COVID-19 and mental health

Nurses working on the front lines of the COVID-19

pandemic may experience various mental health

problems. Here are a few examples:

• Chronic stress. Nurses are continuously

fearful of contracting COVID-19, infecting

others, encountering prejudice from the

public due to working as a nurse, and dealing

with inadequate supplies of PPE. 1 Stress

becomes chronic when it is overwhelming and

cannot be resolved, resulting in relationship,

health, and sleep problems. 2-5 People with

chronic stress experience intense emotions

that can feel overwhelming and result in

thinking negatively. 6 Nurses on the front lines

in COVID-19 hotspots report feeling like a

graduate nurse again, filled with uncertainty

and worry. 7

• Acute stress disorder. Nurses with acute stress

disorder may have trouble sleeping, worry

constantly, and experience persistent negative

thoughts about their role in the traumatic

event, such as thinking “I should have done

more to help.” 8 When we experience trauma,

we detach from the memory. We ignore our

emotions to protect against the pain, but these

emotions reappear over time and impact our

lives. 9 The nurse may respond to a minor

irritation as if it were a life-threatening event. 10

Nurses may feel they are in a dreamlike state

that impacts their ability to think, process

their emotions, and respond appropriately to

situations. 11 If signs and symptoms of acute

stress disorder persist for more than a month,

posttraumatic stress disorder (PTSD) may be

diagnosed. 12

• PTSD. Nurses are not strangers to caring

for critically ill patients who die. 8 However,

the number of patients dying amid a surge

in COVID-19 cases is causing healthcare

workers to feel powerless, which can lead

to PTSD. PTSD can develop after direct or

indirect exposure to a traumatic event, such

as hearing about a traumatic event involving

a family member, friend, or colleagues. Those

with PTSD experience recurrent intense and

disturbing thoughts and feelings stemming

from one or more traumatic events. 10,13,14

Nurses with PTSD may relive an event

through flashbacks or nightmares, and they

may feel sadness, fear, anger, guilt, shame

and detachment or estrangement from

other people. 14 Many traumatized individuals

have a robust and unconscious inclination

to go inward, often to re-experience their

distressing thoughts, painful memories,

and uncomfortable sensations. 15 They may

have an exaggerated, startled response to

certain situations and develop problems with

concentration and sleep. 5

The nursing team’s role

When nurses struggle personally, we tend to

be critical of our colleagues or management and

withdraw from others. Such a change in personality

is often an indicator of struggle. It is often a team

member who will notice that you are not your

usual self and may be struggling with anxiety and

stress. Asking yourself or a colleague three simple

questions can raise awareness about a possible

problem:

• Am I ok? Are you ok?

• Do you feel you cannot give anymore?

• Do you feel your work is ineffective? 16

If you are struggling, speak with your colleagues,

acknowledging those feelings and thoughts in

the first instant. If you feel you are not performing

effectively in your workplace, talk with your manager

and state your opinions on being ineffective.

Everyone has limits, and sometimes just taking a

week off might be sufficient.

Nurses who continue to feel this way should

discuss it with their primary healthcare provider and

their employer and review the options available.

A range of supports may be available from your

employer or your professional organization.17,18

Some nurses may want the support of a counselor.

It is a strength to realize that you are struggling with

your mental health and need help.

Early psychological intervention does make a

difference. 19 Each of us has a limit to stress, and it

is important not to compare your stress levels to

those of another person. There is strength in being

vulnerable and showing our thoughts and emotions.

Brené Brown defines vulnerability as uncertainty,

risk, and emotional exposure. 20

Topping off emotional reserves

Nurses on the COVID-19 front lines are plagued

by drained emotions loneliness, and fear. These

are normal reactions to an unfamiliar, uncertain

environment. Transitioning away from work at the

end of the day is essential for nurses to top off their

emotional reserves.

If you have had a particularly stressful day,

acknowledging and discarding any negative thoughts

or feelings can help improve sleep quality. Having a

ritual to signal the end of work is essential. Here are

some suggestions:

• Take a shower. Visualize all the worries of the

day disappearing down the drain.

• Write down any thoughts or feelings in a

notepad.

• Watch a favorite TV program.

• Read a book.

• Listen to your favorite music.

• Contact a friend.

• Write down three things you were grateful for

today.

Final thoughts

The COVID-19 pandemic is an unprecedented

event in our lifetimes that will have untold mental

health implications for nurses and other healthcare

professionals on the front lines, both in the short

and long term. Although scientists and healthcare

professionals know more about the disease and how

to treat it now, nurses in current COVID-19 hotspots

will still be treating patients with a serious and rapidly

spreading disease while possibly contending with

shortages of PPE, equipment, and treatments.21

Nurses will need to receive support from their

team, practice optimal self-care strategies, take

measures to replenish their emotional reserves, and

learn how to transition mentally from work to home

after their shift. Recognizing stress and learning how

to cope will help nurses protect their mental health as

we move forward during this pandemic.

REFERENCES

1. Wann W. America is running short on masks, gowns

and gloves. Again. The Washington Post. 2020.

www.washingtonpost.com/health/2020/07/08/ppeshortage-masks-gloves-gowns.

2. Mariotti A. The effects of chronic stress on health:

new insights into the molecular mechanisms

Year of the Nurse 2021 – Excel – Lead – Innovate

of brain-body communication. Future Sci OA.

2015;1(3):FSO23.

3. American Psychological Association. How stress

affects your health. 2019. www.apa.org/helpcenter/

stress-facts.

4. Heidt T, Sager HB, Courties G, et al. Chronic

variable stress activates hematopoietic stem cells.

Nat Med. 2014;20(7):754-758.

5 Kabat-Zinn J. Full Catastrophe Living. 15th

anniversary ed. New York, NY: Piatkus; 2004:249.

6. Newman MG, Llera SJ, Erickson TM, Przeworski

A, Castonguay LG. Worry and generalized anxiety

disorder: a review and theoretical synthesis of

evidence on nature, etiology, mechanisms, and

treatment. Annu Rev Clin Psychol. 2013;9:275-297.

7. Gonzalez D, Nasseri S. ‘Patients have panic

in their eyes’: voices from a Covid-19 unit.

The New York Times. 2020. www.nytimes.

com/2020/04/29/nyregion/coronavirus-nyc-hospitals.

html?searchResultPosition=1.

8. Hayes C. Coronavirus: front-line NHS staff ‘at risk of

PTSD’. BBC News. 2020. www.bbc.com/news/uk-

52258217.

9. Muller R. Trauma and the Struggle to Open Up. New

York, NY: WW Norton & Company; 2018:33.

10. Van Der Kolk B. The Body Keeps the Score. London:

Penguin; 2014:156-157, 166.

11. Bolton EE, Jordan AH, Lubin RE, Litz BT. Prevention

of posttraumatic stress disorder. In: Gold SN, ed.

APA Handbooks in Psychology. APA Handbook of

Trauma Psychology: Trauma Practice. Washington,

DC: American Psychological Association; 2017:483-

497.

12. Psychology Today. Acute stress disorder. 2019.

www.psychologytoday.com/ie/conditions/

acutestress-disorder.

13. American Psychiatric Association. Diagnostic and

Statistical Manual of Mental Disorders. 5th ed.

Arlington, VA: American Psychiatric Association;

2013.

14. American Psychiatric Association. What is

posttraumatic stress disorder? 2020. www.

psychiatry.org/patients-families/ptsd/what-is-ptsd.

15. Levine P, Blakeslee A, Sylvae J. Reintegrating

fragmentation of the primitive self: discussion

of “somatic experiencing.” Psychoanal

Dialogues.2018;28(5):620-628.

16. Highfield J. Am I OK? Intensive Care Society. 2020.

www.ics.ac.uk/ICS/Education/Wellbeing/ICS/

Wellbeing.aspx.

17. World Health Organization. Coronavirus

disease (COVID-19) outbreak: rights, roles and

responsibilities of health workers, including key

considerations for occupational safety and health.

2020. www.who.int/publications/i/item/coronavirusdisease-(covid-19)-outbreak-rights-roles-andresponsibilities-ofhealth-workers-including-keyconsiderations-foroccupational-safety-and-health.

18. American Association of Critical-Care Nurses.

Well-being Initiative. 2020. www.aacn.org/

nursingexcellence/well-being-initiative.

19. World Health Organization. WHO guidelines on

conditions specifically related to stress. 2013.

www.who.int/mental_health/emergencies/stress_

guidelines/en.

20. Brené Brown. Vulnerability. 2020. www.brenebrown.

com/definitions.

21. Frank S. As coronavirus slams Houston hospitals, it’s

like New York “all over again.” The New York Times.

2020. www.nytimes.com/2020/07/04/us/coronavirushouston-newyork.html.

This risk management information was provided

by Nurses Service Organization (NSO), the nation's

largest provider of nurses’ professional liability

insurance coverage for over 550,000 nurses since

1976. The individual professional liability insurance

policy administered through NSO is underwritten

by American Casualty Company of Reading,

Pennsylvania, a CNA company. Reproduction

without permission of the publisher is prohibited. For

questions, send an e-mail to service@nso.com or

call 1-800-247-1500. www.nso.com.


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 15

News You Can Use

Navigating Coronavirus Effects on Preceptor Development

Dr. Shara Rhodes, DNP, RN, NPD-BC, NEA-BC

Email: tushararhodes@gmail.com

Abstract: The global effects of the coronavirus

pandemic managed to inflict effects across healthcare

rippling from the bedside to the classroom. The need

for ongoing preceptor development has progressed

from conventional methods of maintaining competence

in evaluation to provision of effective feedback. Nursing

Professional Development Educators can clearly

benefit from a roadmap regarding ongoing preceptor

development in the face of the coronavirus pandemic.

Note: Dr. Shara Rhodes, DNP, RN is the Director of Clinical Education

Programs for HCA Healthcare Center for Clinical Advancement in the South

Atlantic Division. She led a taskforce on the integration of an initial competency

assessment model for the division and co-led the post-pandemic editing of

initial competency validation tools for nurses working in Medical-Surgical and

Progressive Care inpatient departments across the enterprise. An associated

workflow within the scope of Shara’s taskforce focused on strategic alignment of

preceptor selection, training, and competency validation.

Due to limited opportunities for live clinical rotations in patient care areas,

many academic nursing training programs transitioned to alternative methods

such as web-based simulated clinical immersion experiences. While this

approach allows our new-est nurses to obtain requisite experience across the

cognitive domain of learning, there may be limitations in their growth within the

affective and psychomotor domains. Recent new graduate nurses now require

novel approaches to preceptorship post-graduation because of limited handson

clinicals. Nurse preceptorship can directly impact retention of new graduates

and provision of safe nursing practice (Waddell, Ober-lies, Tuomi, and Mulready-

Shick, 2020). Focusing on three determinants of safe nursing practice including

prioritization, clinical decision-making, and delegation will pre-pare the preceptor

to evaluate new graduate readiness in a post-pandemic market.

Background: Traditional models of preceptor development have widely focused

on principles relating to the evaluation of new graduate nursing practice and its

correlation to appropriate feedback to the nurse (Powers, Herron, and Pagel, 2019).

A component of pre-licensure training includes translating knowledge into practice

by en-gaging with the clinical setting. This allows for interactions with live patients to

improve skills in communication, clinical assessment and nursing care interventions.

Repeated opportunities to grow in these areas assists the pre-licensure student with

developing the ability to prioritize care needs using assessment data as well as the

ability to exercise judgment in the patient’s clinical response to treatment. Delegation

is also a critical skill in developing appropriate time management, teamwork,

and collaboration ability of the new graduate nurse (Barrow and Sharma, 2020).

Appropriate use of delegation is an essential tool to improve time management of

new graduates. Learning to delegate appropriately without negative feelings or

outcomes is a skill requiring practice and repeated exposure (Weydt, 2010). Nursing

preceptors rely on time during clinical rotations with nursing students to refine their

delegation skills, and coach them as future leaders.

Problem: Responding to mandates to integrate personal protective equipment

(PPE) and social distancing into casual human interaction, many hospitals were

also unable to meet supply chain demands for live clinical rotations. Efforts

to protect the clinical care environment ranged from conservation of PPE to

quarantine or furlough of staff due to low census and other factors. This domino

effect of limited face-to-face interaction for students contributed to difficulty with

evaluating their competence with real-time application of the nursing process.

Previous studies relating to the effects of nursing clinical rotations show

the value of face-to-face interaction in supporting quality and safety initiatives

for education in nursing. The swell of incoming inexperienced nurses with the

inaugural post-pandemic graduating classes has presented remarkable setbacks

in quality patient interaction. Multiple metrics ranging from initial licensure exam

pass rates, patient experience scores and nursing turnover reports indicate

truncated preparation in basic nursing interaction and decision-making skills.

This variation in practice supports a need for standardization in preceptor

training tools as well as tools for new graduate preceptor-ship.

Recommendation: Despite massive literature support regarding traditional

models of preceptor development, evidence is lacking on targeted education for

preceptors who are training nurses with limited clinical exposure. Preceptors have

not had preparation in the past for training, coaching and evaluating the clinical

performance of new graduates with limited clinical experience due to pandemic

conditions. Targeted education and training provides a background to validate the

preceptor’s ability to equate the new graduate’s performance in delegating tasks

with their inexperience in an interdisciplinary clinical care environment. Nursing

professional development teams can influence new graduate nurse support

through efforts to equip preceptors with novel models of nursing skill assessment.

Implications for future practice include development of clinical training models to

support preceptors in the training and evaluation of new graduates with hybrid of

virtual training experience underscoring their pre-licensure education. Despite the

widespread impacts of the coronavirus, additional focus on post-licensure training

on prioritization, clinical decision-making, and delegation will equip both new

graduates and preceptors in advancing the profession.

REFERENCES

Barrow J and Sharma S. Five Rights of Nursing Delegation. [Updated 2020 Jul 27]. In:

StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan.

Available from: https://www.ncbi.nlm.nih.gov/books/NBK519519/

Powers, K., Herron, E., and Pagel, J. (2019). Nurse preceptor role in new graduate nurses’

transition to practice. Dimensions of Critical Care Nursing 38(3). Powers, Kelly

PhD, RN, CNE; Herron, Elizabeth K. PhD, RN, CNE, CHSE; Pagel, Julie MSN,

RN, CCRN, SCRN, CNE-cl Nurse Preceptor Role in New Graduate Nurses'

Transition to Practice, Dimensions of Critical Care Nursing: 5/6 2019 - Volume 38

- Issue 3 - p 131-136 doi: 10.1097/DCC.0000000000000354. Retrieved 1/5/2021.

Powers, K., Pagel, J., and Herron, E. (2020). Nurse preceptors and new graduate success.

American Nurse Journal 15(7). Retrieved 12/17/2020 from https://www.

myamericannurse.com/wp-content/uploads/2020/05/an7-Preceptors-622.pdf

Waddell, A., Oberlies, A., Tuomi, M., and Mulready-Shick, J. (2020). Supporting New

Nurse Transition into Practice during the Covid-19 Pandemic. Organization

for Nursing Leaders Taskforce. Retrieved 12/17/2020 from https://onl.

memberclicks.net/assets/docs/NewNurseGroupSupport/New_Nurse_

Transition_Report_COVID-19_Pandemic.pdf

Weydt, A., (May 31, 2010) "Developing Delegation Skills" OJIN: The Online Journal of

Issues in Nursing Vol. 15, No. 2, Manuscript 1.

NOW HIRING

Beaufort Jasper Hampton Comprehensive Health

Services, Inc. is a multi-specialty outpatient provider

Community Health Center. BJHCHS, Inc. has serviced

the South Carolina Lowcountry for over 50 years.

We are looking for passionate, friendly, supportive,

and professional individuals to join our nursing team.

Full-time and Part-time positions are available.

Please complete your applications at:

www.bjhchs.org

Nurses Month Nurses Make a Difference


PAGE 16 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

SCNA Chapters

SCNF

When the Provider needs a

Provider

Kim Gilmore, DNP, PMHCNS-BC, ANP-BC

PMH Chapter Chair

As I sit and reflect on this past year, two thousand

and twenty (2020), being labeled the year of the

nurse, I realize that indeed it is an unforgettable year

of the nurse. In many aspects, nurses are on the front

line of administrating care to people who have been

infected and/or affected by the Coronavirus.

As a Psychiatric Mental Health Clinical Nurse

Specialist and an Adult Nurse Practitioner, I have

been astounded by Covid-19 and its effect on the world, the United States, but

more specifically, South Carolina. Some people have been sickened, others

have died, and some are what we now call “long haulers.” The lack of knowledge

regarding the long-term effects of the virus has many concerned and anxious.

The toll that the Coronavirus has had on my colleagues, family, and friends has

awakened emotions in me that have caused me to wonder just how much more

people can endure.

I do not know about anyone else but the unknown about this virus makes

me anxious and sometimes I find it difficult to focus. I am saddened about the

number of deaths in the world, the United States, South Carolina, and most

certainly among my brothers and sisters in the nursing profession. However, it

amazes me to walk into a store and find that people are still not wearing masks

and/or social distancing as recommended. As for me, I will treat everyone as if

they are COVID positive and adhere to the CDC guidelines. Please wear your

mask, stay 6 feet apart, and wash your hands!

So, with that being said, what can you do if you are experiencing anxiety,

depression, or are having thoughts of harming yourself/suicide?

1. If you or someone you know are having any thoughts of engaging in

self harm or wanting to commit suicide, please seek professional help

immediately! Call 911, the Suicide Prevention Hot Line at 1-800-273-8255,

the South Carolina Department of Mental Health Crisis Line at 1-833-364-

2274 (833-DMH-CCRI) or go to the nearest Emergency Department.

2. If you are experiencing anxiety and/or feeling blue or a little down, you

may want to try some self-soothing techniques. Some things that may be

helpful could include taking time out to do something you find enjoyable,

listening to relaxing music, meditating, watching a movie, or journaling

your feelings. You may also enjoy packing a lunch and driving to a safe

place and mindfully enjoy the scenery and your meal. You could also

walk and take the time to notice the beauty of the scenery around you.

If you find yourself feeling overwhelmed, think about the positives. Utilize

grounding techniques such as noticing things with your five senses (smells

or hearing the chirping of the birds, etc.) or listing things in categories

(fruits). This can provide a distraction and help you to refocus on other

positives things.

3. Think about what you might want to do and/or where you might want to

go when the virus is no longer a threat to the public. Research the area,

look for some fun facts and things to do when you get there! As for me it

is Greece. My trip was interrupted by Covid-19; however, I still dream of

going there in the future.

Lastly, know that is okay to talk with a behavioral health provider. Be

honest with yourself about your feelings. Know that your mental well-being is

as important as your physical health and there is no shame in seeking care if

needed. Please continue to wear a mask, practice social distancing, and wash

your hands frequently because the life you save may be your own. Help is

available. Stay Safe!

Dr. Deborah Hopla, President, SCNF

The year 2020 will be forever etched in our

memories as the Pandemic that made us all stop in

our tracks and take stock of what was important to us.

The “Year of the Nurse” in 2020 has been extended to

2021. Nurses for the 19th year have been named as

the most trusted profession. Nurses have truly been

heroes in the pandemic.

SCNF volunteers work to provide scholarship

monies to undergraduate and graduate nursing

students. These endeavors went on despite not being

able to celebrate the awardees with a Palmetto Gold

event. Palmetto Gold is one way the Foundation

Deb Hopla

raises money for scholarships and the loss of the event had the board

members concerned. The License Plate initiative raises funds as did a new

donor: Koss Creations to continue providing nursing scholarships. One nurse

left money in her estate to go to SCNF. The Foundation was able to award 30

Scholarships during a Pandemic where the world needs more nurses.

Midlands Gives on May 4th is another way SCNF raises money for nursing

scholarships. Consider making a donation to the Foundation during the

Midlands Gives campaign this coming Spring 2021.

The “Just Cause Scrubs” group joined in a partnership with SCNF and

others. This group will give 50% of their profits to a buyer’s designated notfor-profit

group. The purchased scrubs cost the same, the same name brand

scrubs are for sale but contribution from the profit of the scrubs to SCNF

scholarships can be chosen.

The “Friends of the Foundation” features Dr. Stephanie Burgess. Dr.

Burgess is an advocate for nursing education and the future of nursing.

Please consider making a donation to offset the administrative costs of the

Foundation by designating your money for “Friends of the Foundation.”

Our board member, Jason Thrift, from Clemson, continues to feature a

board member each month. His valuable asset in our social media presence

is seen on Facebook, Twitter, and Instagram. The dedication of all our

SCNF board members to nursing is felt with every meeting as they look for

opportunities to serve nursing.

The board of trustees welcomes its newest board member, Jamie Atkinson

Cuff. Jamie comes to the board with a vast knowledge of nursing and

advanced practice.

SCNF in partnership is looking forward to holding Palmetto Gold on

September 18th as we celebrate the 20th Anniversary of acknowledging and

celebrating the top 100 nurses in South Carolina. Please make plans to join

us at the Columbia Convention Center. More information will be sent out in

the coming months.

SCNF is here to ensure a legacy of nursing is left and the future looks

bright for nurses, patients, communities, and South Carolina.

SHOW YOUR NURSING PRIDE!!!

SUPPORT NURSING SCHOLARSHIPS!!!

GET A LICENSE PLATE!!

The nation’s largest non-profit dialysis

provider is currently seeking talented Nurses

interested in our In-Center opportunities

in the Spartanburg, SC area as well as our

Hospital Services Program in Greenville, SC.

Previous dialysis experience is a plus, but

not required. DCI provides comprehensive

hands-on dialysis training and theory

orientation in order to equip our nurses

for success.

For more information or to apply, please email

Paul Tramel, DCI Talent Acquisition Manager at

paul.tramel@dciinc.org

The Nurses Care Specialty License Plate Initiative was created in

2002 to provide an opportunity for nurses and the supporters of nursing

to make a contribution to the profession and to increase the public's

awareness of the contribution of nurses. "Nurses Care" specialty

license plates are available from the Department of Motor Vehicles.

The proceeds are used to fund both graduate and undergraduate

scholarships. Please go to this website to purchase your “Nurses Care”

license plate:

http://www.scdmvonline.com/Vehicle-Owners/License-Plates/

Plate-Gallery

SCNA State Convention October 14-16, 2021 Hilton Head, SC


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 17

South Carolina Board of Nursing

MARCH 2021 / APRIL 2021 / MAY 2021

110 Centerview Dr. • Columbia, SC • 29210 • P.O. Box 12367 • Columbia, SC 29211-2367

Phone: 803-896-4550 • NURSEBOARD@LLR.SC.GOV • Fax: 803-896-4515 • http://www.llr.state.sc.us/pol/nursing/

South Carolina Department of Labor, Licensing and Regulation

MISSION OF THE BOARD OF NURSING

The mission of the State Board of Nursing for South

Carolina is the protection of public health, safety, and

welfare by assuring safe and competent practice of

nursing.

This mission is accomplished by assuring safe initial

practice as well as continuing competency in the practice

of nursing and by promoting nursing excellence in the

areas of education and practice. The Board licenses

qualified individuals as licensed practical nurses,

registered nurses or advanced practice registered

nurses. Complaints against nurses are investigated and

disciplinary action taken when necessary. Schools of

nursing are surveyed and approved to ensure quality

education for future nurses.

COVID-19

As the COVID-19 pandemic continues in South

Carolina and around the world, we know that nurses

are on the frontline of caring for critically ill patients and

support for nurses is very important.

The American Nurses Association has provided six

quick videos on COVID-19 mental health support for

nurses. These short videos are intended to help nurses

learn how to manage their mental health needs and to

provide the most current tools for staying focused while

providing care to patients. The six videos include:

• Pros and Cons of Stress

• Identifying Mental Health Support

• Coping with COVID-19

• How to Build Resiliency

• Is This Normal?

• Suicide Prevention Strategies

In addition, nurses can also register for a free 1-hour

webinar, “How to Survive the Pandemic with An Unbroken

Spirit: Actions to Take Right Now to Stay Strong and

Focused”, presented by three nurse experts who serve on

ANA’s Healthy Nurse, Healthy Nation’s Strength through

Resiliency Committee. Please visit nursingworld.org/

resources for further information on the video series and

webinar.

Beyond mental health, with the federal approval of

three COVID-19 vaccines, it is also important to develop

a strong network of vaccine providers across the state.

To help with this effort, the South Carolina Department of

Health and Environmental Control, the Board of Medical

Examiners and the Board of Nursing signed a Joint Order

on January 14, 2021, allowing retired, inactive or lapsed

nurses who were in good standing at the time they held

an active license and had not been inactive more than

five (5) years to be granted “temporary authorization, to

administer the COVID-19 vaccine.” To date, the Board of

Nursing staff have granted 140 temporary authorizations

to nurses across South Carolina to assist with this

endeavor!

NURSE LICENSURE COMPACT

New Jersey is allowing nurses who hold active,

unencumbered, multi-state licenses issued by Nurse

Licensure Compact member states to practice in New

Jersey under their multi-state licenses. New Jersey

plans to implement in 2021 (34th state) but an exact

date has not been determined. Guam passed the Nurse

Licensure Compact legislation in February becoming

the first U.S. Territory to do so. No date has been set for

implementation. In addition, there is pending legislation in

twelve (12) states at the present time.

For additional information on the Nurse Licensure

Compact, go to www.ncsbn.org/compacts.htm

“PRACTICE PEARLS”

These “pearls” are offered as points of clarification

from the South Carolina Board of Nursing Practice

Consultant, Mindy Carithers, MSN, RN, RN-BC.

APRNs

• APRNs must submit a change of practice form to

remove physicians when no longer employed with an

organization (go to www.llr.sc.gov/nurse, under Quick

Links).

• Access Licensee Look-Up to verify updates to

licensure status (prescriptive authority, certification

dates, collaborating physicians, etc.).

• APRNs should submit proof of updated certifications

to NURSEBOARD@LLR.SC.Gov as soon as

documentation is received from the national boards.

• Collaborating physicians must be licensed and

geographically practicing in the state of SC, as

mandated in the Medical Practice Act.

• Please review and reference the Board of

Nursingwebsite at www.llr.sc.gov/nurse for alerts

applicable to COVID-19 for revisions to practice

agreements (and other pertinent information).

HOW CAN I CHECK A LICENSE?

To check a nursing license, you may utilize one or all of

the following options:

(A) South Carolina Licensee Lookup – Go to LICENSEE

LOOKUP on the Board of Nursing’s webpage (www.llr.

sc.gov/nurse). It is recommended that only the first and

last name of the nurse be entered. This site will provide

the nurse’s name, city/state, license number/type,

date issued/expiration, license status, and whether the

license is multi-state or single-state.

(B) Nursys QuickConfirm – Go to www.nursys.com and

click on Quick Confirm, following the instructions

as outlined. This site will provide the nurse’s name,

state of licensure, license type/number, license

status, expiration date and discipline status if noted.

At this time, the only states NOT fully participating

in QuickConfirm are California, Michigan, and

Pennsylvania. Go to www.nursys.com as additional

states/territories may be added.

(C) Other states – Most states have licensee lookup/

licensure verification on their websites. Links to other

boards of nursing can be found at www.ncsbn.org.

(D) You can check for discipline against a South Carolina

nursing license on the Board’s website www.llr.sc.gov/

nurse under BOARD ORDERS.

NURSYS.COM (E-NOTIFY)

Nursys e-Notify® delivers real-time notifications

about nurse licensure status including multi-state

and single-state changes within the enhanced Nurse

Licensure Compact. Additionally, expirations, renewals

and disciplinary actions are delivered to your inbox

automatically.

Nursys is the only national database for verification

of nurse licensure, discipline, and practice privileges for

RNs and LPNs provided directly by participating boards

of nursing (BONs) and designated by them to be primary

source equivalent.

Once you have registered your organization and

provided nurse data, you’ll automatically be notified of

nurse licensure expirations, upcoming renewals and

disciplinary action from your state and others. It’s free

of charge, provided as a patient safety initiative by U.S.

BONs and the NCSBN.

Learn more, watch a video demo, or enroll for this free

service at www.nursys.com.

HAVE YOU MOVED?

Section 40-33-38(C) of the South Carolina Code of

Laws (Nurse Practice Act) requires that all licensees

notify the Board in writing within 15 days of any address

change. In order to not miss important time-sensitive

information, such as an audit notice, legislative updates

or other licensure information, be sure to notify the Board

immediately whenever you change addresses. You may

change your address on the Board of Nursing’s website

(www.llr.sc.gov/nurse). Choose “Change of Address via

Online Portal” under QUICK LINKS.

NOTE: Changing your address with the South Carolina

Nurses Association (SCNA) does not change your address

on your licensing records with the South Carolina Board

of Nursing.

HOW TO CHANGE YOUR PRIMARY STATE OF

RESIDENCE

In accordance with §40-33-1350 of the S.C. Code

of Laws, Compact rules and regulations will require

each nurse to declare in writing his/her primary state of

residence upon initial application and renewal of the

nursing license.

If at the time of licensure, the primary state of

residence was listed as a non-compact state (example:

WA, OR, NV, CA, OH, NY, etc.) and/or the prospective

licensee has not obtained a SC driver’s license, an

active single-state license in South Carolina was issued.

If the primary state of residence later changes to South

Carolina, a multi-state license may be obtained by

submitting a Declaration of Primary State of Residence

(PSOR) form available on the Board of Nursing’s website

(www.llr.sc.gov/nurse) under LICENSURE, “Applications

and Forms, under Miscellaneous Forms”.

The completed PSOR form should be sent to

NurseBoard@llr.sc.gov with one of the following items as

evidence of South Carolina residency: 1) South Carolina

Driver's License with a home address; 2) South Carolina

Voter Registration card displaying a home address; 3)

Federal income tax return declaring the primary state of

residence as South Carolina; 4) Military Form # 2058 -

state of legal residence certificate. The Compact primary

residence rule does not apply to military nurses or nurses

in the federal government, unless they are working

outside of their military or government position.

HAVE YOU CHANGED YOUR EMAIL ADDRESS?

It is important to ensure that you receive information

sent out via e-mail and for renewal of licensure. To change

your email address, please email NurseBoard@llr.sc.gov

with the full name on your license, your license number,

your current email and your new email address. You may

also change your email address on the Board of Nursing’s

website (www.llr.sc.gov/nurse). Choose “Change of

Address via Online Portal” under QUICK LINKS.

CHANGING YOUR NAME ON YOUR NURSING

LICENSE

1. If you have had a legal name change, submit your

written request, along with a copy of the legal

document(s) (example: copy of marriage certificate,

divorce decree, court order, etc.), to LLR-Board of

Nursing, PO Box 12367, Columbia, SC 29211 or you

can send the request and documents by email to

NurseBoard@llr.sc.gov. Please indicate in your request

whether you will use your middle name or maiden

name for your middle initial or if you wish to hyphenate

your name. Your request will be processed within the

order received and update on the website within 24

hours of the change.

2. You may verify that your name change request

has been processed on LICENSEE LOOKUP on

the Board’s website (www.llr.sc.gov/nurse). Refer

to Section 40-33-36(B) of the Nurse Practice Act

regarding statutory requirements for your name on

your license. You may view the Nurse Practice Act –

Chapter 33 under LAWS/RULES/POLICIES on the

Board’s website.

CE BROKER: CONTINUING EDUCATION TRACKING /

REPOSITORY

South Carolina Board of Nursing

Partners with CE Broker

CE BROKER is the official Continuing Education

tracking system of the South Carolina Board of

Nursing! CE Broker is your main resource for everything

that relates to Continuing Education and competency.

With CE Broker, you can search for courses and track

your completed credits, to ensure that you are up to

date. The South Carolina Board of Nursing has provided

licensees with a free CE BROKER account. With this

Basic account, you will have access to your course

history. This lists all of the courses you have completed,

and you can easily find and report any CE that might

be missing. You will never have to pay to access all

the necessary tools to prove your competency when

renewing your SC license.

To activate your free account:

South Carolina Department of Labor...continued on page 18

SCNA Annual Membership Meeting October 14, 2021 Hilton Head, SC


PAGE 18 March, April, May 2021 – The South Carolina Nurse WWW.SCNURSES.ORG

South Carolina Department of Labor, Licensing and Regulation

South Carolina Department of Labor...continued from page 17

It is important to notify the Board of changes to

your e-mail address as well. The Board communicates

information to its licensees through e-mail and the

postal service. A current e-mail also facilitates access

to the Board of Nursing website services.

SCAM ALERT

Scammers are targeting nurses, including here in

South Carolina, by sending them official looking letters

from Nursing Regulatory Bodies (NRBs) or other State/

Federal agencies. The scammers know the business

of the agencies and NRBs and are connecting with

the nurses using messaging such as “Your license is

suspended or will be revoked unless you connect back

with us and transfer funds to fulfill the financial obligation

related to this inquiry…”

1. If you receive a phone call, do not give out your

personal information during the call. Hang up, and do

not call the number back unless you have determined,

through research, that it is legitimate.

2. Do not reply to a text message asking for you to

call the number provided in the text to discuss your

imminent “suspension or revocation of your license.”

3. Do not reply to an email asking for personal

information.

4. Never call a number provided to you in a suspect letter

or email.

5. Use your own verified numbers for contacting the

agency or NRB.

Be vigilant! If you receive a suspected scam call,

email, letter, etc., contact the agency or Board of Nursing

directly to report it.

COMMITTEE MEMBERS NEEDED

The following are vacant positions for advisory

committees to the South Carolina Board of Nursing:

1. Advisory Committee on Nursing Education:

Associate Degree (Nurse Educator)

2. Advanced Practice Committee: Family Nurse

Practitioner

3. Expert Reviewers: Nursing Administration,

Ambulatory (Urgent Care), CRNA, Cardiology, Adult

Critical Care, Geriatrics (Long Term Care), Home

Health, and Hospice

For the Advisory Committee on Nursing Education

and the Advanced Practice Committee, complete the

Committee Nomination Form. For the Expert Reviewer

openings, complete the Hearing Panel/Investigative

Review Committee/Expert Case Review Nomination

Form. Both forms are available on the Board’s website

(www.llr.sc.gov/nurse) under The Board tab. Submitted

nomination forms will be forwarded to the Board’s

Nominations work group for review. Official action

regarding appointment/reappointment will occur at the

following full Board meeting, and qualified applicants will

be requested to appear in person at the Board meeting.

BOARD MEMBERS

Sallie Beth Todd, MSN, RN, Congressional District 4,

Board Chair

Samuel H. McNutt, MHSA, CRNA, Congressional District

5 – Board Vice-Chair

Robert Wolff, Ph.D., Public Member, Secretary

Kelli Garber, MSN, APRN, PPCNP-BC, Congressional

District 1

Rebecca Morrison, MSN, APRN, FNP-BC, Congressional

District 2

W. Kay Swisher, MSN, RN, Congressional District 3

Jonella Davis, MBA, BSN, RN, NEA-BC, Congressional

District 7

Vacant, (1) Public Member

Vacant, (1) Registered Nurse, Congressional District 6

Vacant, (2) Licensed Practical Nurse At-Large

BOARD VACANCIES

There currently are four vacancies on the South

Carolina Board of Nursing. Members serve terms of four

years and until their successors are appointed. Board

members are appointed by the Governor with the advice

and consent of the Senate.

Pursuant to Section 40-33-10(A) of the Nurse Practice

Act, when appointing members to the Board of Nursing,

the Governor will give consideration to include a diverse

representation of principal areas of nursing not limited

to hospital, acute care, advanced practice, community

health and nursing education. Registered nurse and

licensed practical nurse members must be licensed

in South Carolina, must be employed in nursing, must

have at least three years of practice in their respective

professions immediately preceding their appointment and

must reside in the district they represent. If you are not

sure of your congressional district, you may check your

district at scvotes.org.

There is one vacancy on the Board of Nursing for a

Registered Nurse representative from Congressional

District 6, two vacancies for a Licensed Practical Nurse

from the state at large, and one vacancy for a public

member. No board member may serve as an officer of a

professional health-related state association.

An individual, group, or association may nominate

qualified persons and submit written requests to the

Governor’s Office for consideration and appointment

to the South Carolina State Board of Nursing. If you or

someone you know is interested in one of these vacant

positions, a letter of request, along with a resume or

curriculum vitae, should be submitted to: Boards and

Commissions, Office of the Governor, 1205 Pendleton

Street, Suite 525, Columbia, SC 29210.

Vacancies: [See Section 40-33-10(A) of the Nurse

Practice Act for prerequisites and requirements] The

Nurse Practice Act can be found on the Board of Nursing

website at www.llr.sc.gov/nurse under the Laws/Rules/

Policies tab.

SC STATE BOARD OF NURSING CONTACT

INFORMATION:

Main Telephone Line (803) 896-4550

Fax Line (803) 896-4515

General Email

NurseBoard@llr.sc.gov

Website

www.llr.sc.gov/nurse

The Board of Nursing is located at Synergy Business

Park, Kingstree Building, 110 Centerview Drive, Suite

202, Columbia, SC 29210. Directions to the office can be

found on the Board’s website www.llr.sc.gov/nurse at the

bottom of the page. The Board’s mailing address is LLR

- Office of Board Services - SC State Board of Nursing,

Post Office Box 12367, Columbia, SC 29211-1329.

Regular Board business hours are 8:30 a.m. to 5 p.m.,

Monday through Friday. Offices are closed for holidays

designated by the state.

American Renal Associates

Join the dialysis provider where patient care comes first.

Opportunities for new or experienced RN’s throughout

South Carolina.

Fax resume to Brittany Winter

at efax 978-232-0876

SCNA State Convention October 14-16, 2021 Hilton Head, SC


WWW.SCNURSES.ORG The South Carolina NurseMarch, April, May 2021 PAGE 19

South Carolina Department of Labor, Licensing and Regulation

BOARD OF NURSING ADMINISTRATION

Carol A. Moody, MAS, RN, NEA-BC, Administrator

OFFICE OF INVESTIGATIONS AND ENFORCEMENT

Main Telephone Line (803) 896-4470

VISIT THE BOARD OF NURSING WEBSITE:

We recommend all nurses licensed by or working

in South Carolina visit the website (www.llr.sc.gov/

nurse) often as information important to the practice of

nursing is updated regularly. The State Board of Nursing

Website contains the Nurse Practice Act (Chapter

33 – Laws Governing Nursing in South Carolina),

Regulations (Chapter 91), Compact Information, Advisory

Opinions, Position Statements, Licensure Applications,

Competency Requirements/Criteria, Application Status,

Licensee Lookup, Disciplinary Actions, and other helpful

information. The Nurse Practice Act, Regulations,

Advisory Opinions and Position Statements are located

under the LAWS/RULES/POLICIES tab (and you

can also find the AO’s, Position Statements, Joint

AO’s, etc. under the PRACTICE & STANDARDS tab).

Competency Requirements/Criteria, which includes

continuing education contact hours, are located under

the EDUCATION tab. You will also find the Board meeting

calendar, agendas, minutes, Board member names and

the areas they represent under the BOARD tab.

BOARD OF NURSING MEETING CALENDAR FOR

2021

Board and Committee meeting agendas are posted on

the Board’s website at least 24 hours prior to meeting.

Board of Nursing Meeting March 25-26, 2021

May 20-21, 2021

July 22-23, 2021

September 23-24, 2021

November 18-19, 2021

Advanced Practice Committee May 7, 2021

August 6, 2021

November 5, 2021

Advisory Committee April 20, 2021

on Nursing Education June 15, 2021

August 17, 2021

October 19, 2021

December 21, 2021

Nursing Practice & April 8, 2021

Standards Committee July 15, 2021

October 14, 2021

2021 State Holidays

Confederate Memorial Day May 10, 2021

Memorial Day May 31, 2021

Independence Day July 5, 2021

Labor Day September 6, 2021

Veteran’s Day November 11, 2021

Thanksgiving November 25 - 26, 2021

Christmas December 24, 27 – 28, 2021

New Year’s Day January 1, 2022

SCNA Annual Membership Meeting October 14, 2021 Hilton Head, SC

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