A: The Carnegie Foundation for the Advancement of Teaching was established in 1905 and is an “independent policy and research center. Its current mission is to support needed transformations in American education through tighter connections between teaching practice, evidence of student learning, the communication and use of this evidence, and structured opportunities to build knowledge.” (http://www.carnegiefoundation.org/about-us/about-carnegie)

The carnegie foundation for the advancement of teaching.

Improving oral health is a leading population health goal; however, curricula preparing health professionals have a dearth of oral health content and clinical experiences. We detail an educational and clinical innovation transitioning the traditional head, ears, eyes, nose, and throat (HEENT) examination to the addition of the teeth, gums, mucosa, tongue, and palate examination (HEENOT) for assessment, diagnosis, and treatment of oral-systemic health. Many New York University nursing, dental, and medical faculty and students have been exposed to interprofessional oral health HEENOT classroom, simulation, and clinical experiences. This was associated with increased dental-primary care referrals. This innovation has potential to build interprofessional oral health workforce capacity that addresses a significant public health issue, increases oral health care access, and improves oral-systemic health across the lifespan.

Putting the Mouth Back in the Head: HEENT to HEENOT

Objective To describe the development and clinimetric validation of the Advanced Practice Nursing Competency Assessment Instrument (APNCAI) through several evidence sources about reliability and validity in the Spanish context. Design and setting APNCAI development was based on a multisequential and systematic process: literature review, instrument content consensus through qualitative Delphi method approach (a panel of 51 Advanced Practice in Nursing –APN– experts was selected) and the clinimetric validation process based on a sample of 600 nurses from the Balearic Islands public healthcare setting. Methods An initial step for tool9s content development process based on Delphi method approach of expert consensus was implemented. A subsequent phase of tool validation started from the analysis of APN core competencies latent measurement model, including exploratory and confirmatory techniques. Reliability evidence for each latent factor was also obtained. Items9 scores were submitted to descriptive analysis, plus univariate and multivariate normality tests. Results An eight-factor competency assessment latent model obtained adequate fit, and it was composed by ‘Research and Evidence-Based Practice’, ‘Clinical and Professional Leadership’, ‘Interprofessional Relationship and Mentoring’, ‘Professional Autonomy’, ‘Quality Management’, ‘Care Management’, ‘Professional Teaching and Education’ and ‘Health Promotion’. Conclusions Adequate empirical evidence of reliability and validity for APNCAI makes it useful for application in healthcare policy programmes for APN competency assessment in Spain.

https://bmjopen.bmj.com/content/bmjopen/7/2/e013659.full.pdf

Advanced Practice Nursing Competency Assessment Instrument (APNCAI): clinimetric validation.

Interconnections: Spirituality, Spiritual Care, and Patient-Centered Care.

REVIEW QUESTION/OBJECTIVE The objective of this review is to examine conceptual and/or theoretical frameworks that are relevant to nurse practitioner education. The specific review question is: What conceptual and/or theoretical frameworks are available that are relevant to the structuring of nurse practitioner education? INCLUSION CRITERIA Types of participants This review will consider studies that include nurse practitioners in any specialty or the education of nurse practitioners in any specialty at the graduate or post-graduate level. Phenomena of interest In this review, we will consider documents that describe or evaluate frameworks, maps or conceptual structures for NP education at the graduate degree or post-graduate degree level. Literature that presents a framework for the graduate education of students in other health care disciplines at the university level will also be considered for inclusion. Frameworks for utilization in other jurisdictions (e.g. Provincial and Territorial regulatory frameworks) and metrics that assist in measuring, describing and organizing key concepts required for nurse practitioner education will be examined. Outcomes of interest for this review will include framework components in either narrative or illustrative form. Context This scoping review will consider studies that have been conducted in the provision of graduate level education of students in health care disciplines. Specific contextual focus will be directed to identify frameworks for educational programming for nurse practitioner students. Frameworks for curriculum development and/or delivery in other disciplines will also be considered.

Exploring conceptual and theoretical frameworks for nurse practitioner education: a scoping review protocol.

National Organization of Nurse Practitioner Faculties.

https://journals.sagepub.com/doi/pdf/10.1177/1078390318806571

The Psychiatric Mental Health Advanced Practice Registered Nurse Workforce: Charting the Future.

Improving PHQ9 Utilization Rates in a Primary Care–Mental Health Integration Setting:

BACKGROUND This project evaluated the clinical use of pharmacogenetic testing in an outpatient psychiatric practice, integrated a standardized measure for assessing depressive symptoms, and captured data regarding treatment efficacy. LOCAL PROBLEM According to the Centers for Disease Control and Prevention (2016), more than 10% of all outpatient office visits include a depression-related diagnosis. Patients who require more medication trials to experience remission of depressive symptoms are more likely to relapse in the follow-up period than those who do not (National Institute of Mental Health, 2001). METHODS AND INTERVENTIONS Baseline Patient Health Questionnaire-9 (PHQ-9) scores and medication regimens were recorded for 15 adults with major depressive disorder who completed pharmacogenetic testing. Repeat PHQ-9 scores and medication regimens were recorded at follow-up appointments within 6 weeks post-pharmacogenetic testing and compared with baseline data. RESULTS The PHQ-9 scores ranged from a 5-point reduction to a 2-point increase in depressive symptoms at follow-up appointment. The PHQ-9 scores were lower at follow-up screening for 14 participants. Six of the 15 participants were on a single medication, with significant drug-gene interactions. Medications with significant drug-gene interactions were eliminated from the regimen for three of the six patients. For the remaining three patients, providers deemed it to be reasonable to continue the medications with significant drug-gene interactions. CONCLUSIONS Pharmacogenetic testing is a useful clinical tool for guiding medication selection but does not replace provider judgment. Drug-gene interaction testing results should be considered in addition to patient preference, medication cost, possible side effects, and immediate clinical needs.

Use of PHQ-9 and pharmacogenetic testing in clinical practice.

Background Tobacco use is more prevalent in persons with psychotic disorders than in the United States adult population. Tobacco use is associated with an increased risk for the development of psychotic disorders. Tobacco also alters medication pharmacodynamics increasing the likelihood of non-therapeutic doses. Tobacco treatment specialists (TTS) are healthcare personnel trained to counsel patients on smoking cessation. Purpose The aim of the quality improvement project was to create a standardized smoking cessation referral process for inpatients and outpatients at Vanderbilt Psychiatric Hospital and educate about available TTS resources. Method A patient list was created and select providers were granted access to add patients to the list. Pre-intervention and post-intervention questionnaires allowed for analysis of provider tendencies and opinions. Results The pre-intervention questionnaire indicated providers were unfamiliar with TTS availability. After provider education on TTS and implementation of the referral process, 69 patients were referred in 16 weeks. Provider familiarity with TTS and listing of “smoking” on the problem list increased, though there was no statistically significant change in provider view of smoking cessation importance. Conclusions The standardized referral process was successful in increasing referrals to TTS and was more effective in the inpatient setting than the outpatient setting. Continued education on smoking cessation resources is required.

Dawn M. Vanderhoef

Papers

National Organization of Nurse Practitioner Faculties.

The Psychiatric Mental Health Advanced Practice Registered Nurse Workforce: Charting the Future.

Improving PHQ9 Utilization Rates in a Primary Care–Mental Health Integration Setting:

Use of PHQ-9 and pharmacogenetic testing in clinical practice.

Implementation of a collaborative smoking cessation referral process in a psychiatric setting