RN Buddy system for in-hospital scheduled breaks.

“Within the worked shift, rest breaks are short periods for employees to disengage from work activities and recuperate, at least partially, from the accumulated job strains and fatigue. The duration of breaks may range from a couple of minutes to 1 hour. In the
United States, rest break duration under federal regulations is classified into compensated rest periods (ie, 5-20 minutes) and unpaid meal periods (ie, 30 minutes or more).1 Typically, in the hospital environment, nurses at the bedside are allowed and expected to take 1 uninterrupted 30-minute meal break and offered an around 10- to 15-minute coffee break during a 12-hour shift. Many spend the time to eat, drink, rest, or nap, as well as socialize or listen to music.
Several studies found that taking rest breaks can benefit nurses, patients, and the organization. Nurses who took rest breaks had significantly better acute fatigue recovery and overall well-being, increased job satisfaction, and fewer patient-related adverse events
and intentions to leave the workplace.”

Sagherian, K., Cho, H., & Steege, L. M. (2023). The State of Rest Break Practices Among 12-Hour Shift Hospital Nurses in the United States. The Journal of nursing administration, 53(5), 277–283.

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Emory Authors: Re-viewing the concept of saturation in qualitative research

“The term saturation is used ubiquitously in reports of qualitative research. The term is often used, however, as a throw-away line, sans definition, rationale, or explanation of the process. Consequently, there remains a question about what is meant when saturation is used.The concept of saturation originated in grounded theory. Achieving theoretical saturation is one of the tenets of grounded theory. Over time, this specific and singular term has migrated to a general term that reflects various types of saturation such as code, data, theme, and meaning saturation. There is a lack of clarity among saturation types and a lack of transparency in reporting what is meant by saturation and how it was achieved. There is also a question about the relevance of saturation to qualitative methodologies outside grounded theory.”

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JONA Highlights: Social Capital in the Workplace for New Graduate Nurses: Maximizing Recruitment and Retention

“The concept of social capital asserts that social relationships, memberships, connections, and interactions among people create valuable networks that serve as resources to their members. Social relationships in the workplace build human capital, which is an individual’s
knowledge, skills, and experiences. Benefits are both gained and transferred by social ties and social participation that build trust and foster engagement. In examining the employment experiences of NGNs, it is important to consider the significance of social capital. This entails identifying the various sources of social capital within the workplace that can help cultivate positive work environments.”

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Emory Authors: Metabolomic Associations With Fatigue and Physical Function in Children With Cancer: A Pilot Study

“Fatigue is the most commonly reported symptom in children and adolescents during and after treatment for cancer. Fatigue is associated with decreased quality of life and may contribute to decreased physical function and impede normal childhood development. Currently, the only validated way to measure fatigue is through collection of self-reported data which may not be feasible for all children, specifically younger or sicker children, or those with lower reading levels. Proxy (i.e., parent) reports are often used as substitute measures but may not replace a child’s own report. In the precision medicine era, identifying biomarkers for fatigue would be beneficial in screening for and applying interventions to address this common symptom. A metabolomic approach to unraveling symptom experiences is promising as it allows for investigation of multiple metabolites and pathways at once and can provide insight into the physiological status of an individual at any one point in time.”

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JONA Highlights: Redesign of a Clinical Advancement Program to Highlight Clinical Expertise

“Clinical advancement programs (CAPs) provide nurses opportunities to increase engagement in their nursing practice and increased monetary rewards through opportunities for professional development. This increased engagement can lead to improved patient outcomes, healthy practice environments, and increased retention. The redesigned CAP sought to improve upon these tenants by increasing participation through an objective
process while honoring the contributions and expertise of bedside nurses.”

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Emory Authors: Nursing’s Commitment to the Principles of Diversity, Equity,and Inclusion

“The history of American nursing is a record of care across social, racial, economic, and geographic lines. The profession has long aligned itself with the needs of the underserved,
sometimes in direct opposition to the social norms of the time. One of the earliest examples are Lillian Wald, a New York nurse and social reformer serving the immigrant community of New York City’s lower east side, and Mary Eliza Mahoney, who became the first African American professionally trained nurse in the United States in 1879. Both, in their own ways,
championed equity and integration in nursing education and care, laying a foundation for social and racial equity in the profession.”

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Emory Authors: Confidence, commitment, and control: Nursing faculty experiences with teaching LGBTQ+ health

“Nursing education research demonstrates that lesbian, gay, bisexual, transgender and queer (LGBTQ+) health receives scant attention in nursing curricula. The American Nurses Association (ANA) advocates for “Nurse educators that will help fill the void in knowledge by incorporating the issues of the LGBTQ+ populations as part of the curricula”. Calls to
action from scholars and professional nursing organizations demonstrate that while nurse educators are responsible for including LGBTQ+ related content in nursing curricula, these topics are not adequately suffused into nursing training.”

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