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BACKGROUND Gaps in research persist related to practitioners' resilience, although much has been written about the need for strategies to strengthen personal resilience. PURPOSE The study's purpose was to examine practice-level (quality of physician relationship, physician presence, and autonomy) and individual factors and how they affect resilience. METHODOLOGY An online survey invited advanced practice registered nurses (APRNs) and physician assistants (PAs) from four states to participate in a cross-sectional study. Hierarchical ordinary least squares regression was used to test the impact of main effect variables in the context of identified control variables. SAMPLE A sample of 1,138 APRNs and PAs completed the survey questions. RESULTS Findings from the covariate model (model 1) and the main effect model (model 2) show that both models were significant at the p < .01 level, with the adjusted R2 differing from 0.02 to 0.13, respectively. Regression results show a significant positive association between quality of the physician relationship and APRN/PA resilience (b = 0.09, p < .01). A negative association between the lack of autonomy and higher levels of resilience (b = -0.14, p < .01) was also demonstrated. CONCLUSIONS Advanced practice registered nurse/PA resilience is affected by both practice-level and personal factors, suggesting that workplace interventions could increase resilience. IMPLICATIONS FOR PRACTICE Work environments allowing APRNs and PAs to function autonomously and with professional support from physician colleagues are favorable contributors to their resilience. Future studies need to investigate the meaning of physician presence/availability and organizational interventions that extend beyond individual resilience.

Unresolved work stress contributes to burnout, compassion fatigue, disengagement, and other work-contextualized factors. The impact of occupational stressors extends to the organization in a negative fashion as well. In 2017, advanced practice providers (APPs) from four health systems, including nurse practitioners, clinical nurse specialists, nurse midwives, nurse anesthetists, and physician assistants, participated in a quantitative online cross-sectional survey; 754 participants responded to a free-text question related to work stress and work–family balance. Suggested organizational strategies were ordered into 29 codes, 10 subthemes, and four main themes: “reduce job stressors,” “improve leadership and operations,” “promote APP well-being,” and “maintain the status quo.” Findings are consistent with other research related to occupational stress with many of the reported strategies considered as evidence-based. Targeted interventions for reducing job stress will need to include improved autonomy for APPs, role delineation, support for work–family balance, and better communication as part of management practices.

Aims The aims of the study were to compare characteristics, resources, benefits and outcomes of academic-clinical collaborations of nursing researcher leaders from academic, clinical and joint-employer sites. Background Few research-based publications addressed academic-clinical research collaborations. New knowledge could increase nursing and multidisciplinary research productivity, including implementation science. Design An anonymous survey using a 40-item questionnaire. Methods Information letters with a link to the questionnaire were emailed to United States nursing research leaders. Data were grouped by institution type: academic, clinical or joint-employer. Analyses included Kruskal-Wallis tests for ordered responses, Pearson's chi-square test or Fisher's exact test for categorical responses and Cohen's Kappa agreement statistic for expected and actual time devoted to research. STROBE guidelines were followed. Results Of 120 respondents from academic (n = 60; 50.0%), clinical (n = 53; 41.2%) and joint-employer (n = 7; 5.8%) sites, 78.3%, 92.3% and 100%, respectively, were from metropolitan areas. Mean (SD) priority for active collaborations was higher at joint-employer sites; p = .002. Clinical sites were more likely to have directors of evidence-based practice (p = .031) and informatics (p = .008) and librarians (p = .029). Sites with collaborations were more likely to have access to research subjects (p = .008) and post-award research account management (p = .045). By collaboration status, there were no differences in the number of ethics board-approved studies. Collaborating site benefits were perceived to be executive leadership support (p = .003), greater research engagement by clinical nurses (p = .048), more co-authored publications (p = .048) and more abstracts accepted at national meetings (p = .044). Despite more resources and perceived benefits, outcomes did not differ by collaboration status. Conclusions Sites with and without academic-clinical research collaborations differed; however, outcomes were similar. Future efforts should focus on nurse scientist collaboration to address important clinical questions aimed at improving clinical outcomes. Relevance to clinical practice Despite some successful outcomes, potential benefits of academic-clinical research collaborations have not been fully actualised.

This study sought to examine the experiences of advanced practice providers (APPs) as an approach to inform the development of formalized programs for transition into practice and to compare APP ( N = 122) and physician ( N = 84) perceptions of the novice practitioners’ acclimation into a provider role within the first year of practice. Using a cross-sectional survey design, two separate web-based questionnaires were distributed to APPs and physicians. The APPs’ perspectives echoed findings of earlier studies with regard to perceived confidence, feelings of anxiety/fear, and inadequacy. In 16 of 23 paired items, physicians and APPs had similar perspectives about confidence/competence after orientation. Significant differences in their perceptions included amount of physician support, time management, length of time to become a fully functional APP, and independence. Better understanding of the perceptions of APPs and physicians can augment APP preparation for a shifting workforce composition and team-based, interprofessional practice designed to meet the population’s health care needs.

Background: The COVID-19 global pandemic brought mandatory shelter-in-place orders, disrupting traditional face-to-face teaching methods for advanced practice fellowship programs nationally, creating a challenge for fellowship program directors to preserve curriculum using nontraditional methods. Method: Using a variety of both web-based and app-based virtual platforms, a nationally accredited fellowship program converted traditional in-seat learning modalities to elearning platforms using both synchronous and asynchronous education. Results: Preliminary data indicate that knowledge acquisition and perceived fellow satisfaction are preserved despite the abrupt change to program delivery. Programmatic modifications were submitted to the American Nurse Credentialing Center for compliance and deemed as creative, innovative, and collaborative. Conclusion: Curriculum for advanced practice fellowship programs can be favorably converted to elearning using virtual platforms during a crisis. Through prompt reevaluation and restructuring, virtual platforms can replace in-seat didactic lectures, patient case studies, mentoring, and even simulation, while ensuring program continuation and compliance with accreditation standards. [ J Nurs Educ . 2020;59(9):514–517.]

Background Minimal research exists on how engagement, burnout, work-family balance, and job stressors impact advanced practice nurses and physician assistants, collectively referred to advanced practice providers (APPs). Purpose To investigate the interrelationships among burnout, job stressors, work-family balance, and engagement with APPs. Methods An online questionnaire was distributed to APPs working in four healthcare systems. A total of 1,216 APPs completed the survey. A hypothesized model was tested using structural equation modeling. Findings There was a high correlation of job stressors with development of burnout. A significant negative effect between job stress and work engagement was supported; however, indirect effects of stress through job burnout had a stronger impact on work engagement. Higher levels of work-family balance contributed to a lower level of stress experienced by providers. Discussion Organizational leaders desiring to improve employee engagement and reduce burnout need to focus on the significance of work-family balance to job stressors.

The Competency Outcomes and Performance Assessment Model (COPA) prepares learners for effective role performance in the workplace by delineating comprehensive, core clinical behaviors that provide evidence of competence. This article explores the experiences of COPA model implementation in two nursing programs and a statewide nurse internship program. The article describes the challenges and benefits of implementation, discusses the transition from a traditional to an outcomes- and competency-based curriculum, and examines the process of assessment, with a focus on the faculty role. The influences of outcomes-based learning strategies and evaluation on competence, confidence, learning, and practice are discussed. In the statewide internship program, with 10 years of implementation experience in practice environments across the continuum of care, the COPA framework has provided significant benefits for preceptors, new nurse graduates, employers, and patient safety.

This study was designed to measure the construct of competence as perceived by nursing students in different programs of study. An exploration of a competence-based curricular model was undertaken to determine if there are distinguishing differences between schools that have formally adopted Dr. Carrie Lenburg's Competency Outcomes Performance Assessment (COPA) model as a curricular guide and those who have do not have a formal competence model guiding the curriculum. The Six-Dimension Scale of Nursing Performance (6-D Scale) was used to evaluate nursing competence. Using a purposive sample, senior nursing students ( N = 391) from three different types of nursing programs (baccalaureate, associate [ADN], and diploma) were surveyed. Students completed a two-part questionnaire that included the 6-D Scale, demographic questions, and a researcher-generated questionnaire designed to measure competency-based learning and evaluation. Faculty ( n = 101) from these same programs were also surveyed. The results revealed that students from COPA and non-COPA schools reported slightly lower scores in three subscales: teaching/collaboration, critical care, and leadership. Significant curricular differences as defined by the Klein Scales were found between COPA and non-COPA senior students, with 17% to 30% of the variance explained for the COPA students. The findings reflect that baccalaureate students reported significantly lower 6-D Scale scores in multiple areas when compared to diploma and ADN students. Enhancement of student learning and curricular revisions designed to improve leadership and technical expertise are suggested by the findings of this study.

Competence is essential for health care professionals; graduates must meet the responsibilities associated with a particular position. At one community college, nursing faculty have used a competency-based approach to educate and evaluate associate degree nursing students. The nursing curriculum is designed to allow for the inclusion of laboratory experiences for each nursing course and requires students to complete a clinical performance examination before advancing to the next level. The examination is designed as a clinical scenario with three to four responsibilities completed in random order. Critical elements developed by faculty are used to assess student competence. The increase in graduates’ abilities to complete these skills has been valuable to both employers and graduates. Since 1992, with the implementation of a competency-based curriculum, the program’s NCLEX-RN® pass rates (98%) have been consistently above the national and state averages. AUTHOR Received: August 26, 2004 Accepted: February 22, 2005 Ms. Klein is Professor of Nursing, Sauk Valley Community College, Dixon, Illinois, is currently enrolled as a doctoral student at Illinois State University. The author wishes to acknowledge the following people for their assistance in manuscript preparation: Dr. Eileen Fowles, Associate Professor, Mennonite College of Nursing, Illinois State University; Dr. George Padavil, Associate Professor of Educational Administration and Foundations, Illinois State University; and Dr. Brigid Lusk, Acting Chair, School of Nursing, Northern Illinois University. The author also wishes to thank Catherine Klein, MA, of Sauk Valley Community College for her editorial suggestions. Address correspondence to Colleen J. Klein, MS, APRN, BC, Professor of Nursing, Sauk Valley Community College, 173 Illinois Route 2, Dixon, IL 61021; e-mail: kleinc@svcc.edu.