PICOT: in nursing staff at VEGA Medical Center, how does the implementation of National Institute for Health and Care Excellence (2016) guidelines affect the accuracy of diagnosing and management of depression in the geriatric population within 8 weeks?
The role of an educator for a Doctor of Nursing Practice can be defined as the dissemination of relevant knowledge (Riley, 2015). This role appears to be exceptionally important because of the increased demand for nursing education combined with faculty workforce shortages (Blush, Mason, & Timmerman, 2017; Hinderer, Jarosinski, Seldomridge, & Reid, 2016). DNP nursing educators are needed nowadays, and I respond to this need by educating nurses in a variety of settings.
My career is directly connected to the role because I teach Associates Degree in Nursing, Bachelor of Science in Nursing, and Advanced Practice Registered Nurse (APRN) programs. However, it is not the only instance in which I act as a nurse educator. In particular, nurse educators are supposed to advocate for the nursing profession and promote continuous education in their environment (Blush et al., 2017; Hinderer et al.; Riley, 2015). I perform this duty when working with my students and colleagues. Also, when participating in quality improvement efforts undertaken by my clinic (where I work as an APRN), I am inevitably involved in educational activities. Similarly, my DNP project includes educating nurses on evidence-based depression management guidelines in clinical settings. In other words, I believe that I can perform the role of a nurse educator outside of the university.
In summary, I am directly involved in teaching nurses in university settings, but I also find other opportunities for disseminating knowledge and promoting continuous education. In my future career, I intend to proceed to educate nurses in both university and clinical settings. I recognize the significance of the role and its potential impact on the personal careers of nurses and, eventually, the well-being of my community. As a result, I am very proud to be a contributor.
An Abstract Form
The 28th World Congress on Psychiatry, Psychological Syndromes and Therapeutics [WCP] (2017) will take place in New York on May 21-22, 2018, which makes it convenient for my project that is expected to be completed by the end of February. The Congress calls for abstracts and offers several tracks which can fit my theme; in particular, there is a track devoted to depression (“Anxiety and Depression Disorders”) and case studies (“Regulations and Case Reports”) (WCP, 2017, par. 12, 16). I believe that the latter is especially appropriate.
References
Blush, R., Mason, H., & Timmerman, N. (2017). Pursuing the clinical track faculty role: From clinical expert to educator. AACN Advanced Critical Care, 28(3), 243-249.
Hinderer, K., Jarosinski, J., Seldomridge, L., & Reid, T. (2016). From expert clinician to nurse educator. Nurse Educator, 41(4), 194-198.
National Institute for Health and Care Excellence. (2016). Depression in adults: Recognition and management.
Petrosyan, Y., Sahakyan, Y., Barnsley, J., Kuluski, K., Liu, B., & Wodchis, W. (2017). Quality indicators for care of depression in primary care settings: A systematic review. Systematic Reviews, 6(1), 1-14.
Riley, M. (2015). Emerging roles for the DNP. In M. Zaccagnini & K. White (Eds.), Doctor of Nursing Practice essentials (pp. 401-448). Sudbury, MA: Jones & Bartlett Learning.
Taylor, W. (2014). Depression in the elderly. New England Journal of Medicine, 371(13), 1228-1236.
World Congress on Psychiatry, Psychological Syndromes and Therapeutics. (2017). Call for abstracts.