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BACKGROUND: Suicide is now the 10th leading cause of death in the United States. Suicide rates for health care providers are thought to be higher than for people in other occupations because of job strain and burn-out. Despite the National Academy of Medicine’s Action Collaborative on Clinician Well-Being and Resilience, which focuses on reducing stress and preventing suicide, a shortage of data limits our understanding of nurse suicide. Neither employers nor professional nursing associations track suicide data. PURPOSE: To determine the number of suicides and estimated rate of suicide among RNs, using data from the National Violent Death Reporting System (NVDRS). METHODS: We extracted data from the NVDRS, which is based on death certificates, coroner reports, and law enforcement reports, for the year 2015. The National Institute for Occupational Safety and Health’s Industry and Occupation Computerized Coding System was used to code the data. Industry and occupation coding experts reviewed the coding for accuracy. RESULTS: Analysis of 2015 NVDRS data from 17 states showed that among civilian employed nurses ages 16 to 64 years, the estimated suicide rates for female and male nurses (11.4 and 29.3 per 100,000 nurses, respectively) were each higher than the rates for the comparable total population (8.2 and 26.1 per 100,000 people, respectively). CONCLUSIONS: Our findings indicate that RNs may die by suicide at higher rates than the total employed population in the 16-to-64-year age range. Implementation of evidence-based approaches to prevent suicide are warranted.

Aim: To provide a systematic review of the literature from 1997 to 2017 on nursing-sensitive indicators.

Objetivo: presentar el desarrollo de un kit de herramientas para la mejora de la calidad de la educación en salud universal y atención primaria de salud, dirigido a las escuelas de enfermería y obstetricia en los países de América Latina y el Caribe. Método: un grupo de trabajo de expertos realizó una revisión sistemática de la literatura, seleccionó el contenido clave y redactó las herramientas, utilizando un consenso iterativo. Socios internacionales revisaron el kit de herramientas. Se analizaron los datos de la entrevista cognitiva, se integraron las revisiones y las nuevas herramientas, y se aprobó la versión final. Resultados: veintidós artículos fueron identificados y registrados como recursos. Se seleccionó el Modelo para Mejoramiento, un enfoque basado en datos para el análisis del desempeño, por su uso generalizado y sencillez para realizar los siguientes pasos: 1) organizar un equipo, 2) evaluar la necesidad de mejora con respecto a la educación universal en salud y atención primaria de salud, 3) establecer el objetivo e identificar las prioridades utilizando una matriz, 4) establecer métricas, 5) identificar el cambio, 6) llevar a cabo una serie de ciclos de aprendizaje Planear-Hacer-Estudiar-Actuar, y 7) mantener el cambio. Conclusión: el Kit de Herramientas para la Mejora de la Calidad de la Educación, desarrollado mediante el consenso de las partes interesadas, proporciona un enfoque sistemático y culturalmente adaptable en potencia para mejorar las áreas de los estudiantes, profesores y programas que se encuentran asociados con el acceso y cobertura universal de salud. Objective: to present the development of a toolkit for education quality improvement in universal health and primary health care, targeting schools of nursing and midwifery in Latin American and Caribbean countries. Method: an expert work group conducted a systematic literature review, selected key content and completed toolkit drafting, using an iterative consensus approach. International partners reviewed the toolkit. Cognitive debriefing data were analyzed, revisions and new tools were integrated, and the final version was approved. Results: twenty-two articles were identified and mapped as resources. The Model for Improvement, a data-driven approach to performance analysis, was selected for its widespread use and simplicity in carrying out the following steps: 1) organize a team, 2) assess improvement need regarding universal health and primary health care education, 3) set an aim/goal and identify priorities using a matrix, 4) establish metrics, 5) identify change, 6) carry out a series of Plan-Do-Study-Act learning cycles, and 7) sustain change. Conclusion: the Education Quality Improvement Toolkit, developed through stakeholder consensus, provides a systematic, and potentially culturally adaptable approach to improve student, faculty, and program areas associated with universal health coverage and access. Objetivo: apresentar o desenvolvimento de um kit de ferramentas para melhoria da qualidade da educação em saúde universal e na atenção primária à saúde em escolas de enfermagem e obstetrícia na América Latina e no Caribe. Métodos: um grupo de especialistas realizou uma revisão sistemática da literatura, selecionou conteúdos-chave e desenvolveu uma versão preliminar do kit, através de uma abordagem iterativa de consenso. Posteriormente, esta versão foi submetida a revisão por parceiros internacionais. Foram efetuadas análise dos dados obtidos em entrevista cognitiva, seguida da integração de revisões e de novas ferramentas até a se alcançar a aprovação da versão final. Resultados: vinte e dois estudos foram identificados e mapeados como recursos. O Modelo de Melhoria - uma abordagem baseada em dados para a análise de desempenho - foi selecionado devido a sua ampla difusão e simplicidade na execução das seguintes fases: 1) formação de uma equipe, 2) avaliação das melhorias necessárias na educação em saúde universal e atenção primária à saúde, 3) determinação de objetivos/metas e definição de prioridades com base numa matriz, 4) estabelecimento de métricas, 5) identificação de mudanças, 6) realização de uma série de ciclos de aprendizagem Planeje-Faça-Estude-Atue, e 7) manutenção das mudanças. Conclusão: o Kit de Ferramentas para Melhoria da Qualidade da Educação, desenvolvido a partir do consenso entre as partes envolvidas, representa uma abordagem sistemática, potencialmente adaptável às diversas culturas, para aprimorar aspectos do corpo discente, do corpo docente e de programas de educação relacionados com a cobertura e o acesso à saúde universal.

Jacqueline B Vo,1 Timiya S Nolan,1 David E Vance,1 Patricia A Patrician,2 Karen Meneses1 1Office of Research and Scholarship, 2Department of Family, Community Health, and Systems, University of Alabama at Birmingham School of Nursing, Birmingham, AL, USA Background: More than 3.5 million breast cancer survivors are living in the US, and the overall five-year survival rate is approaching 90%. With increased survival and cancer treatment-related cardiotoxicities, there has been a rise in cardiovascular diseases among breast cancer survivors. Yet, cardiovascular disease risk among breast cancer survivors has not been well conceptualized. The purpose of this article was to analyze and define the concept of cardiovascular disease risk among breast cancer survivors. Methods: The databases CINAHL, EMBASE, and PubMed were used to identify articles that explored cardiovascular disease risk among breast cancer survivors. The search yielded 357 articles, which were reviewed for eligibility. Thirty articles were selected based on the inclusion/exclusion criteria. The concept of cardiovascular disease risk among breast cancer survivors was analyzed using Rodgers’ evolutionary concept analysis method. Results: The analysis suggests that cardiovascular disease risk among breast cancer survivors consists of several attributes: cancer treatment (chemotherapy, targeted therapies, radiation therapy, and endocrine therapy), modifiable risk factors (obesity, physical inactivity, poor diet, and smoking), and nonmodifiable risk factors (age, family history, and race). The antecedent identified includes breast cancer diagnosis and the consequence identified includes the development of cardiovascular disease. Conclusion: Findings suggest the need for increased education and understanding of ­cardiovascular disease risk among health care providers and patients. Survivorship care plans can incorporate cardiovascular disease risk monitoring and screening. Future research is needed to explore interventions and develop stratified screening guidelines for breast cancer survivors. Keywords: breast cancer survivors, cardiovascular disease risk, Rodgers’ evolutionary concept analysis method, cancer survivorship, cardiotoxicity

The Practice Environment Scale of the Nursing Work Index, the Maslach Burnout Inventory, and several single-item measures were administered to registered nurses (RNs) working within 23 U.S.-based Army Medical Department (AMEDD) hospitals. Data were analyzed with logistic regression for nested data. Unfavorable nursing practice environments had a substantial association with job dissatisfaction (OR 13.75, p < .01), emotional exhaustion (OR 12.70, p < .01), intent to leave (OR 3.03, p < .01), and fair to poor quality of care (OR 10.66, p < .01). This study provides the first system-wide analyses of nursing practice environments in AMEDD hospitals in the U.S. Similar to findings in civilian samples, poor quality work environments are associated with less favorable RN work outcomes and quality of care ratings.