Advanced Practice Nursing

Transgender and gender-diverse individuals face discrimination, bias, stigma, socioeconomic barriers, lack of knowledgeable, and/or supportive gender-affirming health care across the nation. Many primary care providers have not been educated about gender-affirming hormone therapy and the health care considerations using these necessary hormones for patients 16 years old. This review highlights basic gender-affirming hormone therapy management with monitoring parameters and some common primary care practice applications for transgender and gender-diverse patients. Evidence-based guidelines, resources, and advocacy links are provided and in alignment with the latest version of the World Professional Association for Transgender Health Standards of Care.

Health care education about transgender/gender-diverse (TGD) individuals is often lacking regarding the complex care of these patients. This educational research initiative aimed to assess the pedagogical impact of digital first-person narratives/storytelling (DST) on health care faculty to illuminate the particular health care needs of TGD patients. In a continuing education offering, empathy, self-knowledge, self-reflection, and biasreduction were promoted while evaluating attitudes and beliefs of clinical faculty using a valid pre-and posttool. Qualitative statements from volunteer faculty provided more context to their ratings and to note comfort level when thinking about teaching about the care of gender-diverse patients as well as interest in using DST with future students. This study lacked a significant change in measured attitudes and beliefs from volunteer faculty participants, but a strong articulation of greater comfort level and satisfaction with using DST as a tool and a commitment to teaching about the care of TGD patients and families.

Introduction:The Virtual Interprofessional Education program is a multi-institutional consortium collaborative formed between five universities across the United States. As of January 2022, the collaborative includes over 60 universities in 30 countries. The consortium brings healthcare students together for a short-term immersive team experience that mimics the healthcare setting. The VIPE program has hosted over 5,000 students in healthcare training programs. The VIPE program expanded to a VIPE Security model to host students across multiple disciplines outside the field of healthcare to create a transdisciplinary approach to managing complex wicked problems.Method:Students receive asynchronous materials ahead of a synchronous virtual experience. VIPE uses the Interprofessional Education Competencies (IPEC) competencies (IPEC, 2016) and aligns with The Health Professions Accreditors Collaborative (HPAC) 2019 guidelines. VIPE uses an active teaching strategy, problem or case-based ...

This literature review analyzes the literature regarding the effect of probiotics on the development of antibiotic associated diarrhea (AAD) in hospitalized adult patients initiating antibiotic therapy. Antibiotic associated diarrhea is a costly, painful, and not-uncommon complication that can occur from antibiotic therapy. After a thorough literature search in PubMed and Excerpta Medica dataBASE, nine primary studies and one meta-analysis were selected for analysis. The criteria for inclusion were quantitative studies published before 2007 that compared the outcome of administration of a placebo to that of the administration of a probiotic on the development of AAD in adult, hospitalized patients receiving antibiotic therapy. Using the Let Evidence Guide Every New Decision (LEGEND) tools to evaluate the body of evidence, this paper cumulatively contains moderate-grade quality evidence and provides a moderate-strength recommendation for practice. Hence, it is recommended to start Lactobacillus-based probiotic therapy within 48 hours of starting short-term antibiotics in hospitalized adults to prevent AAD.
Keywords: adult, antibiotic, hospitalized, inpatient, antibiotic associated diarrhea, probiotic

Compliance with stroke metrics is positively associated with improved health outcomes for patients recovering from acute stroke. Accurate and thorough nursing documentation of stroke metrics during this critical period is vital for the interdisciplinary team. This documentation provides accurate monitoring of the condition of the patient and guides treatment interventions. Since the COVID-19 pandemic, the project site hospital stroke stepdown unit has dually, and at times, solely functioned as a unit that cares for COVID-19 patients. As a result, the focus on nurse-driven stroke metric documentation has declined. This quality improvement project was designed to assess if a stroke documentation educational intervention for registered nurses (RNs) on a stepdown stroke unit could affect their documentation compliance and knowledge of nurse-driven stroke metrics. The project used a combination of an educational video and reminder card to reinforce nurse-driven stroke metric knowledge and documentation compliance. The video reviewed where and when to document the following nurse-driven stroke metrics in patients’ electronic health records (EHR): dysphagia screening, stroke education, smoking cessation, utilization of sequential compression devices, neurological assessments, and the National Institutes of Health Stroke Scale. A pre- and post-survey was used to measure nurse-driven stroke metric knowledge before and after the educational video. Results from the post-survey showed a statistically significant increase in knowledge, Z = 3.04, p = .002. Patient EHR chart audits measuring nurse-driven stroke metric documentation compliance before and after the educational interventions did not show any statistically significant changes in documentation compliance. The results of this project demonstrate that a multi-modal educational intervention can be used to increase knowledge of a topic.