Category: Nursing

CLC – Healthy People Preventative Education Presentation

Identify potential barriers for this specific population and how to overcome those barriers to support a healthy lifestyle.

Describe how population health outcomes can improve when educating about this LHI.

Above are the two topics I need slides on. Two slides for each topic with one reference each between years 2020-2025. I do not need a cover page as this is a group project and that is already made.

CLC – Healthy People Preventative Education Presentation

Barriers to a Healthy Lifestyle for Persons (13+) Who Know Their HIV Status – CLC – Healthy People Preventative Education Presentation

Stigmatization and discrimination on HIV patients.

Psychological distresses (such as depression and anxiety)

Limited availability of health care or health support.

Socioeconomic disparities (housing, employment)

Lack of health literacy regarding HIV management.

Misunderstandings on the cultural and community levels.

CLC – Healthy People Preventative Education Presentation

(Yuvaraj et al., 2020)

Persons aged 13 and older who are aware of their HIV status often face numerous challenges in maintaining a healthy lifestyle. Stigma and discrimination are prevalent and they restrain people to seek care or to respond/ disclose their status. A significant portion of them has multiple co-morbid mental health conditions that might remain unignored, which makes it even more difficult to stay on treatment. The lack of access to medical care also limits the capacity to access routine care, particularly in underserved communities. Social differences and disadvantages, including unreliable homes and jobless status limit their ability to make health a priority. Moreover, lack of good health literacy and misinformation on HIV issues may cause poor decision making (Yuvaraj et al., 2020). Beliefs in society and culture can also disagree with medical advice. A solution should not be overlooked in addressing adherence to antiretroviral therapy (ART), transmission, and wellness over the long term because of these obstacles.

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Strategies to Overcome Barriers – CLC – Healthy People Preventative Education Presentation

Normalize HIV through public education campaigns

Make mental health care an aspect of HIV treatment environment

Increase access to care through the use of mobile clinics and telehealth

Offer worker and housing schemes

Training of culturally competent providers

Youth-based outreach and peer support

(Luquis & Pérez, (Eds.) 2021)

To overcome barriers for individuals aged 13 and older who know their HIV status, a multi-layered strategy is essential. To begin, HIV needs to be mainstreamed and the stigma has to be shut down through the means of public health education. The delivery of mental health services with HIV care will enable comprehensive assistance of patients. Accessibility can be enhanced by use of mobile clinics and telehealth to reach people that are in rural or low-service regions. Root socioeconomic causes of very poor health and nonadherence can be handled with employment or housing programs (Luquis & Pérez, (Eds.) 2021). It is necessary to train the healthcare providers in culturally competent care to ensure that they are able to attend to the variations met within this group of people. Finally, youth-specific outreach and peer-led support groups can help young people remain in care, and in particular, where they can see success stories that make them feel related and safe to discuss issues with them.

 

How Population Health Outcomes Improve Through LHI Education – CLC – Healthy People Preventative Education Presentation

Raises the levels of HIV testing and early diagnoses rates

Prevents and brings awareness to reduce transmission

Encourages patient compliance with drugs and viral control

Increases the awareness of U=U (Undetectable = Untransmittable)

Reduces stigma by means of informed communities

Enhances more healthier sex and reproduction decisions

(Gbaja-Biamila et al., 2024)

Educating the population about the Leading Health Indicator (LHI) of knowing one’s HIV status significantly enhances public health outcomes. Properly informed individuals have high chances of having an examination test and hence, diagnosed earlier to access care. The rise of awareness also gives a spread of safe sexual behavior and less transmission of HIV. The realization of the necessity of regular drug intake increases the rate of viral suppression, making the further spreading less likely (Gbaja-Biamila et al., 2024) CLC – Healthy People Preventative Education Presentation. The teaching of the U=U concept in public generates awareness of the concept, which reinforces the fact that persons with undetectable viral loads cannot pass the virus sexually. Misinformation and stigma are the major obstacles to care which are countered through education. Lastly, it makes people, and particularly, young people and other disadvantaged groups, more capable of making informed and healthier choices about their lives, and enhances both individual and societal health.

 

Population Benefits of Targeted HIV Status Education (13+ years) – CLC – Healthy People Preventative Education Presentation

Promotes the communication between parents and their peers on HIV.

Lessens healthcare inequality with at-risk youngsters.

Empowers school-based and community-intervention activities.

Strengthens services and social network relationships.

Allows care and case management connection.

Builds resilience through knowledge and empowerment.

(Goldstein et al., 2023)

Specifically aimed education about the level of HIV among young people (aged 13 and above) leads to individual and community safety. It establishes a path to successful communication among the youth themselves, with their families and peers- establishing the safer environments to talk about and offer assistance. Education will help close the gaps in care access due to inequities within high-risk populations such as LGBTQ+ youth and in communities of color. When community support programs are included in the school-based interventions, the interventions provide uniform messaging and resources. Education is also enhancing social connectivity as the state of being isolated is minimized, and healthy relations are encouraged (Goldstein et al., 2023). Also, once the youth is aware of their status and the healthcare system, they will find it easier to avail of support services such as counseling and treatment services. Finally, youths are empowered in education, developing resilience that brings about improved long-term results.

 

References

Gbaja-Biamila, T., Obiezu-Umeh, C., Nwaozuru, U., Rosenberg, N. E., Igbokwe, M., Oladele, D., … & Iwelunmor, J. (2024). Awareness of, willingness to use, and experiences with Pre-exposure prophylaxis among youth in Nigeria. BMC health services research, 24(1), 1128.

Goldstein, M., Archary, M., Adong, J., Haberer, J. E., Kuhns, L. M., Kurth, A., … & Zanoni, B. C. (2023). Systematic review of mHealth interventions for adolescent and young adult HIV prevention and the adolescent HIV continuum of care in low to middle income countries. AIDS and Behavior, 27(Suppl 1), 94-115. https://doi.org/10.1007/s10461-022-03840-0

Luquis, R. R., & Pérez, M. A. (Eds.). (2021). Cultural competence in health education and health promotion. John Wiley & Sons.

Yuvaraj, A., Mahendra, V. S., Chakrapani, V., Yunihastuti, E., Santella, A. J., Ranauta, A., & Doughty, J. (2020). HIV and stigma in the healthcare setting. Oral Diseases, 26, 103-111. https://doi.org/10.3389/fcomm.2020.539174 CLC – Healthy People Preventative Education Presentation

Merit-Based Incentive Payment System (MIPS) Example

General Instructions

This week, you will discuss how the Merit-Based Incentive Payment System (MIPS) impacts quality and safety.

Include the following sections
:

Application of Course Knowledge
: Answer all questions/criteria with explanations and detail.

Describe one practice area in which MIPS could be used to improve the quality of care related to your anticipated 
future
practice
 setting as a Nurse Practioner. Do not discuss your current practice setting.

Discuss two ways MIPS could positively impact the practice area Merit-Based Incentive Payment System (MIPS) Example.

Describe the role of MIPS in supporting the financial viability of healthcare providers and organizations and client health outcomes.

Examine how advanced practice nurses can contribute to the development and refinement of MIPS quality measures to ensure that they are valid, reliable, and meaningful for clients and providers.

Merit-Based Incentive Payment System (MIPS) Example

Practice Area for MIPS Application

In my anticipated future practice as a Nurse Practitioner in the mental health care setting, the Merit-Based Incentive Payment System (MIPS) can be effectively utilized to enhance the quality of care for patients suffering from mental health disorders. By implementing MIPS, mental health practitioners can establish standardized quality measures focusing on critical aspects such as patient engagement, treatment adherence, and overall patient satisfaction (Bond et al., 2022). This structured approach would help monitor the effectiveness of various interventions, reduce stigma, and improve access to mental health services.

Positive Impacts of MIPS on Mental Health Practice

As a result, MIPS could benefit mental health practice in numerous aspects, mainly patient involvement and data-driven transformations. First, MIPS promotes ensuring patients’ perspectives and views on their outcomes and satisfaction level that may enhance patient involvement in the treatment management procedures. Increased participation improves treatment compliance and positive mental health (Gettel et al., 2022). Second, the data collection and analysis facilitated by MIPS help mental health providers to monitor different indices, including therapeutic outcomes and rates of readmissions to hospital, and thus apply evidence-based treatments that enable the expansion of access to high-quality and safe care.

Role of MIPS in Financial Viability and Client Health Outcomes

MIPS is indispensable for the sustainability of healthcare providers and organizations and for enhancing clients’ well-being. MIPS also encourages healthcare organizations to improve the quality of services dispensed by increasing reimbursement rates for services provided, creating positive payment shocks for superior participant firms (Gettel et al., 2022). This emphasis on quality care not only keeps the financials of a healthcare organization healthy by eradicating expensive costs like readmission rates, but also preserves the clients’ lives for a sustainable future Merit-Based Incentive Payment System (MIPS) Example.

Contribution of Advanced Practice Nurses to MIPS Quality Measures

MIPS quality measures constitute an essential aspect in Devine & Nugent’s model of advanced vision whereby advanced practice nurses (APNs), including Nurse Practitioners, have a central role in developing and fine-tuning MIPS quality measures in terms of their validity, reliability, and meaningfulness. Given the vast experience of clinicians providing mental health services, APNs are in a position to define quality indicators that would effectively capture value and results for patients with mental disorders (Otero et al., 2024). Nurse Practitioners (NPs) can engage different stakeholders within the healthcare system to support their proposed measures, including other health measures related to mental health hurdles (Bond et al., 2022). Additionally, through sharing their feedback on the current quality measures or standards derived based on their practice encounters, APNs can contribute to sharper calibration of the existing measures, thus embracing the quality metrics that have the potential of improving the quality of care, as well as the experiences patients undergo within the healthcare system.

References

Bond, A. M., Schpero, W. L., Casalino, L. P., Zhang, M., & Khullar, D. (2022). Association between individual primary care physician merit-based incentive payment system score and process and patient outcomes measures.
JAMA
,
328
(21), 2136.
https://doi.org/10.1001/jama.2022.20619

Gettel, C. J., Han, C. R., Canavan, M. E., Bernheim, S. M., Drye, E. E., Duseja, R., & Venkatesh, A. K. (2022). The 2018 Merit-based Incentive Payment System: Participation, Performance, and Payment Across Specialties.
Medical Care
,
60
(2), 156–163.
https://doi.org/10.1097/MLR.0000000000001674

Otero, S. P., Diaz, A. L., Hemal, K., Boyd, C. J., Lee, W.-Y., & Karp, N. S. (2024). Merit-Based Incentive Payment System: How Are Plastic Surgeons Performing?
Plastic and Reconstructive Surgery
, 10.1097/PRS.0000000000011455.
https://doi.org/10.1097/PRS.0000000000011455 
 Merit-Based Incentive Payment System (MIPS) Example

Capella University FlexPath Program

The 
Capella University FlexPath
 program is a transformative, competency-based learning model specifically designed for self-motivated professionals who require maximum control over their educational timeline. Unlike traditional online programs that rely on fixed semesters and weekly deadlines, FlexPath allows students to progress at their own speed, potentially significantly reducing both the time and cost required to earn a degree.

The Competency-Based Model

The core of FlexPath is 
competency-based education (CBE)
. In this model, grades are not determined by hours spent in a classroom, but by the ability to demonstrate mastery of specific skills through assessments.

Assessment-Led:
 Most courses consist of 3–5 “assessments,” which are typically real-world projects, papers, or presentations.

No Busy Work:
 There are no mandatory discussion board posts or group projects, allowing students to focus purely on the material they need to master.

Leveraging Experience:
 Students who already possess deep knowledge in a subject can complete assessments and move to the next course in a matter of days rather than months.

Flexibility and Self-Pacing

Capella University FlexPath Program offers a level of independence rarely found in higher education. Students set their own target dates for every assignment.

Unlimited Course Completion:
 Students can take up to two courses at a time. As soon as one is finished, they can immediately start the next without waiting for a new term.

Adaptable Schedule:
 If a student has a busy week at work, they can pause their studies; if they have a light week, they can accelerate. The only requirement is to finish each course within a 12-week window and engage in academic activity every 28 days.

Tuition and Cost Structure

Capella University FlexPath Program uses a
flat-rate subscription model
. Instead of paying per credit hour, students pay a fixed fee for every 
12-week billing session
.

Incentivized Speed:
 Because the fee is flat regardless of how many courses are completed, faster students pay significantly less for their total degree.

Estimated Costs (2025–2026):

MSN FlexPath:
 ~$2,985 per 12-week session.

RN-to-BSN FlexPath:
 ~$3,530 per 12-week session.

DNP FlexPath:
 ~$3,480 per 12-week session.

Accreditation and Credibility

Capella University is institutionally accredited by the 
Higher Learning Commission (HLC)
. For nursing students, its programs (BSN, MSN, and DNP) are specifically accredited by the 
Commission on Collegiate Nursing Education (CCNE)
. This ensures that even though the delivery method is non-traditional, the degree carries the same weight with employers and other academic institutions as a standard credit-hour degree.

Conclusion

The FlexPath program at Capella University represents a shift toward more personalized, professional-centric education. By prioritizing demonstrated skill over time-based attendance, it provides a high-efficiency pathway for nurses and other professionals to advance their credentials while maintaining their full-time careers. For the disciplined and motivated learner, it is often a more affordable and rapid alternative to traditional graduate schooling.

Chamberlain University MSN Accelerated Program

The MSN program at Chamberlain University is a popular choice for registered nurses (RNs) who want to advance their careers quickly and flexibly. This essay will explore the key features of the program, including its accelerated options, curriculum, and the benefits it offers to working professionals.

The Accelerated Advantage

One of the most significant draws of Chamberlain’s MSN program is its speed. While traditional MSN programs can take two to three years to complete, Chamberlain offers an 
accelerated option
 that allows students to earn their degree in as few as 
eight weeks
 per course, with the potential to graduate in 
just over a year
. This is made possible through an intensive, year-round schedule and 8-week sessions.

For nurses who already hold a BSN, the transition is seamless. For those with an Associate Degree in Nursing (ADN) or a Diploma in Nursing, Chamberlain provides an 
RN-to-MSN bridge option
. This pathway allows nurses to move directly into graduate-level coursework after completing a few foundational “bridge” courses, saving both time and money compared to completing a separate BSN first.

Flexible Online Learning

The program is delivered 100% online, making it highly accessible for nurses working irregular shifts. There are no mandatory login times, allowing students to balance clinical shifts, family life, and coursework. This flexibility is paired with 24/7 access to library resources and technical support, ensuring that students have the tools they need to succeed regardless of their schedule.

Specialized Career Tracks

Chamberlain offers several specialty tracks tailored to specific career goals:

Nursing Education:
 Prepares nurses to teach the next generation in academic or clinical settings.

Nurse Executive:
 Focuses on leadership, healthcare operations, and financial management.

Nursing Informatics:
 Trains nurses to bridge the gap between clinical care and data technology.

Population Health:
 Focuses on community-wide health outcomes and social determinants of health.

Healthcare Policy:
 Prepares nurses for advocacy and administrative roles in government or private healthcare sectors.

(Note: Advanced practice roles like 
Family Nurse Practitioner (FNP)
 are also available but typically take longer than the non-clinical leadership tracks due to required practicum hours.)

Academic Support and Accreditation

Despite the fast pace, Chamberlain emphasizes student support. Each student is assigned a dedicated Student Success Consultant to assist with scheduling and degree planning. Furthermore, the program is 
CCNE-accredited
 (Commission on Collegiate Nursing Education), which ensures that the curriculum meets high national standards for nursing education and is recognized by employers and licensing boards.

Conclusion

The Chamberlain University accelerated MSN program is designed for the modern nurse. By combining a fast-track timeline with a flexible online format and diverse specialty options, it allows RNs to elevate their professional standing without pausing their careers. For those looking to move into leadership, education, or informatics with speed and efficiency, it remains a top contender in the landscape of online nursing education.

Western Governors University (WGU) Master of Science in Nursing (MSN) programs

Western Governors University (WGU)
 offers several 
Master of Science in Nursing (MSN)
 programs 
designed for registered nurses looking to advance into leadership, education, or advanced practice roles
. These programs are primarily online, CCNE-accredited, and use a competency-based model that allows students to accelerate through familiar material.
 

MSN Program Specializations

WGU provides five primary MSN tracks, which can be entered through either a 
BSN-to-MSN
 or an 
RN-to-MSN
 (bridge) pathway.
 

Nursing Education:
 Prepares nurses to teach in clinical or academic settings. Graduates often become nurse educators, faculty, or program directors.

Nursing Leadership and Management:
 Focused on administrative roles like Director of Nursing or Chief Nursing Officer. Curriculum includes financial management and strategic planning.

Nursing Informatics:
 Trains nurses to manage healthcare data and technology. Careers include Informatics Specialist or Clinical Analyst.

Family Nurse Practitioner (FNP):
 An advanced practice role focused on primary care for patients across the lifespan. Includes 650 clinical hours.

Psychiatric Mental Health Nurse Practitioner (PMHNP):
Focuses on behavioral health and psychiatric care. Also requires 650 clinical hours
 

Pathways and Estimated Completion

The time to completion varies based on the student’s entry point and pace.
 

Pathway
 

Estimated Duration

Total Courses

BSN-to-MSN
 (Education/Leadership/Informatics)

~24 months

14–15 courses

RN-to-MSN
 (Bridge for ADN/Diploma holders)

~36–42 months

31–32 courses

Nurse Practitioner
 (FNP or PMHNP)

~2.5 years

16–17 courses

Costs and Tuition (Starting Jan 1, 2026)
 

WGU charges a flat rate per six-month term, which covers as many courses as a student can complete.
 

Standard MSN Tracks:
 ~$5,035 per term.

Nurse Practitioner Tracks:
 ~$6,955 per term.

RN-to-MSN Bridge:
 Undergraduate portion is ~$5,325 per term, moving to graduate rates once the BSN component is finished.

Resource Fee:
 An additional $200 fee per term applies to all programs.

Western Governors University (WGU)
Master of Science in Nursing
(MSN) programs

Key Admission Requirements

Active RN License:
 Must have a current, unencumbered RN license.

Education:
 A BSN is required for MSN tracks; an ADN/Diploma is required for RN-to-MSN bridge programs.

Work Experience:
 Most MSN tracks have 
no RN work requirement
 for admission. However, the 
NP programs
 strongly prefer at least one year of clinical experience.

State Restrictions:
 NP programs are currently 
not open
 to residents of California, New York, Washington, D.C., Louisiana, North Dakota, and Washington due to clinical requirements.

Family Nurse Practitioner (FNP) Programs Near New Jersey and within New Jersey

The landscape of healthcare in the Tri-State area is rapidly evolving, with Family Nurse Practitioners (FNPs) standing at the forefront of primary care delivery. For registered nurses in New Jersey looking to elevate their practice, the state offers a robust selection of academic pathways ranging from traditional campus-based Master’s programs to flexible online transitions.

Defining the Family Nurse Practitioner

A Family Nurse Practitioner (FNP) is an Advanced Practice Registered Nurse (APRN) clinically trained to provide comprehensive healthcare to individuals of all ages—from infants to seniors. Unlike specialized NPs who focus on specific populations (like neonates or psychiatric patients), FNPs operate under a family-centered model of care. Their scope of practice includes diagnosing and treating acute and chronic illnesses, prescribing medications, ordering diagnostic tests, and emphasizing disease prevention and health promotion. In New Jersey, FNPs are vital in bridging the gap in primary care access, particularly in underserved urban and rural communities.

Master’s in Nursing (MSN) FNP Programs in New Jersey

New Jersey is home to several prestigious universities offering MSN-FNP tracks that prepare nurses for board certification. Notable institutions include:

Rutgers University:
 Offers comprehensive FNP training with a strong emphasis on clinical leadership and evidence-based practice.

The College of New Jersey (TCNJ):
 Known for its rigorous academic standards and high certification pass rates.

Monmouth University:
 Provides a flexible curriculum tailored to the needs of local healthcare systems.

William Paterson University:
 Offers a curriculum focused on community health and primary care.

Stockton University:
 Serves the southern Jersey region with a strong focus on holistic family care.

The Path from BSN to MSN-NP Online

The transition from a Bachelor of Science in Nursing (BSN) to an MSN-NP via an online platform is designed for the working professional. The
path
typically follows these stages:

Foundational Coursework:
 Online students complete “3Ps”—Advanced Pathophysiology, Advanced Pharmacology, and Advanced Physical Assessment—through synchronous or asynchronous modules.

Specialty Didactics:
 Courses focus specifically on the primary care of the family unit, covering pediatrics, women’s health, and adult-gerontology.

Clinical Placement:
 While the theory is online, students must complete approximately 600–750 supervised clinical hours. Many online programs allow students to secure preceptors within their local New Jersey communities.

Certification Readiness:
 The final phase involves intensive preparation for national certification exams through the ANCC or AANP.

Online MSN-PMHNP vs. FNP Programs

While both are advanced degrees, the 
Psychiatric-Mental Health Nurse Practitioner (PMHNP)
 program differs significantly from the FNP track in scope and objective.

PMHNP:
 Focuses strictly on mental health, including psychotherapy, neurobiology, and psychopharmacology. It prepares nurses to treat disorders like depression, anxiety, and schizophrenia.

FNP:
 Focuses on physical health across the lifespan. While FNPs address basic mental health (like mild anxiety), their core training is in managing physical ailments, physical exams, and chronic disease management (like diabetes or hypertension).

Best and Online NP Programs in New Jersey

When seeking the “best” programs, rankings often highlight 
Rutgers University
 and 
Seton Hall University
 for their clinical partnerships and faculty expertise. For those prioritizing an 
Online Nurse Practitioner
 experience, 
Seton Hall
 and 
Monmouth University
 stand out for their sophisticated virtual learning environments that do not sacrifice clinical rigor. These programs allow NJ residents to maintain their current employment while pursuing advanced education.

The 12-Month FNP Program Online

For nurses seeking an accelerated route, some “fast-track” or 12-month FNP programs exist, though they are rare due to the heavy clinical hour requirements. These are typically 
Post-Master’s Certificates
 for nurses who already hold an MSN in another specialty. Completing a full MSN-FNP in 12 months is exceptionally demanding, requiring a full-time commitment to both high-level academics and near-constant clinical rotations.

Family Nurse Practitioner Salary

In the New Jersey and New York metropolitan area, FNPs command some of the highest salaries in the nation. As of 2024, the average salary for an FNP in New Jersey typically ranges from 
$120,000 to $145,000
 annually. Factors influencing this include years of experience, the specific healthcare setting (private practice vs. hospital system), and geographic location (salaries often trend higher in North Jersey due to proximity to New York City).

Seton Hall University NP Program Cost

Seton Hall is a premier choice for many NJ nurses. As of the current academic cycle, tuition for the online MSN programs is approximately 
$1,430 to $1,500 per credit
. With the FNP program requiring roughly 48 credits, the total tuition cost typically lands between 
$68,000 and $72,000
, plus fees and clinical materials. While a significant investment, the return on investment (ROI) is high given the projected salary growth for NPs in the region.

The Path from BSN to MSN-NP Online

The journey from a registered nurse to a Family Nurse Practitioner (FNP) has never been more accessible. With the healthcare industry facing a critical shortage of primary care providers, universities have streamlined the transition from a Bachelor of Science in Nursing (BSN) to a Master of Science in Nursing (MSN). For those starting with an Associate Degree in Nursing (ADN), specialized 
ADN to FNP programs online
 provide a “bridge” that allows nurses to earn their master’s without first completing a separate bachelor’s degree, saving both time and tuition.

This means that the transition from a Registered Nurse (RN) to an advanced practice role represents one of the most significant professional leaps in the nursing field. As the demand for primary care providers grows, the path to becoming a Family Nurse Practitioner (FNP) has become more diverse, offering specialized routes for nurses at different educational starting points.
 

ADN to FNP Programs Online

For nurses holding an Associate Degree in Nursing (ADN), the “bridge” or “RN-to-MSN” pathway offers a streamlined route to advanced practice without requiring a separate, standalone Bachelor of Science in Nursing (BSN) degree. These 
ADN to FNP programs online
 are designed to integrate essential baccalaureate-level nursing concepts with graduate-level advanced practice training. This “all-in-one” approach often reduces the total credit load by overlapping undergraduate and graduate requirements, allowing students to earn their Master of Science in Nursing (MSN) in a single, continuous journey.
 

Shortest RN to FNP Online Programs
 

Speed is a primary motivator for many working professionals. The 
shortest RN to FNP online programs
 can often be completed in as little as 
20 to 24 months
 of full-time study. Some of the fastest specialized tracks include:
 

University of Texas at Arlington
: Offers an accelerated RN to MSN–FNP that allows students to progress faster than traditional separate degree paths.

Liberty University
: Their RN to BSN to MSN track is structured with 8-week courses, enabling completion in approximately 
2.5 years
.

Arizona State University (ASU)
: Known for one of the quickest routes, requiring only 36 credits after two foundational bridge courses.
 

Best BSN to MSN Programs Online

For nurses who already hold a BSN, the 
best BSN to MSN programs online
 are typically evaluated based on clinical pass rates, faculty expertise, and student support. Highly-regarded institutions frequently appearing in rankings for 2026 include:
 

Rutgers University
: Consistently ranked as a top program for its rigorous clinical preparation.

Chamberlain University
: Recognized for its large-scale online infrastructure and “Practicum Pledge” support.

Western Governors University (WGU)
: Offers a highly flexible, competency-based model that allows students to move through familiar material at their own pace.
 

RN to NP Programs Online Accredited
 

Regardless of speed or cost, ensuring a program is 
accredited
 is critical for professional licensure and board certification. Prospective students should verify that their chosen program is recognized by one of the two primary national accrediting bodies:
 

Commission on Collegiate Nursing Education (CCNE)
.

Accreditation Commission for Education in Nursing (ACEN)
.
 

Accreditation ensures the curriculum meets national standards established by organizations like the 
American Association of Colleges of Nursing (AACN)
. Graduation from an accredited program is a mandatory requirement to sit for national certification exams provided by the 
American Association of Nurse Practitioners (AANP)
 or the 
American Nurses Credentialing Center (ANCC)
.
 

Online FNP and BSN to MSN Programs Near Me

Modern 
Online FNP
 programs, such as those from 
WGU
 and 
Franklin University
, allow students to complete theoretical coursework entirely online while conducting clinical rotations in their own communities. When searching for 
BSN to MSN programs near you
, many students prioritize hybrid models or online programs with local clinical placement assistance to balance a full-time job with advanced study. Institutions like 
Sacred Heart University
 offer integrated pathways that bridge the gap from RN to MSN in a single, continuous curriculum.

Accelerated and Fast-Track Pathways

For nurses aiming for the most rapid advancement, 
accelerated BSN to MSN programs online
 condense the traditional 2–3 year timeline into a more intensive schedule.

12-Month FNP Programs Online
: While rare due to clinical hour requirements, specialized 
12-month FNP programs
 exist for highly motivated students who may already have some graduate-level credits or are enrolled in intensive, full-time “fast-track” options.

1-Year BSN to MSN Programs
: These tracks typically focus on non-clinical MSN specialties like leadership or education, though some accelerated NP tracks can be completed in approximately 12–15 months if prerequisites are met and students attend year-round.

Alternative Speed Options
: Most “fast” NP programs, such as those at 
Herzing University
, still typically require closer to 20–24 months to ensure all clinical competencies are mastered.

Professional Impact and Requirements

The shift from BSN to MSN-NP is not just about speed; it is about expanded autonomy and significant financial gain, with MSN-prepared nurses earning a median of approximately $129,210 annually compared to $93,600 for BSN-prepared RNs. To succeed in these rigorous 
accelerated BSN to MSN programs
, students must maintain a strong GPA (often 3.0+) and secure clinical hours in diverse primary care settings. Regardless of the timeline, ensuring the program is 
CCNE or ACEN accredited
 is essential for national board certification and professional licensure.

The Landscape of BSN to MSN-NP Programs

Modern 
BSN to MSN-NP programs
 are designed to transform clinical nurses into diagnostic providers. These programs typically consist of 40 to 50 credits and require a minimum of 500 to 650 supervised clinical hours. While the curriculum covers advanced pharmacology and pathophysiology, the core focus is on a specialty, most commonly the Family Nurse Practitioner (FNP) track, which allows graduates to treat patients across the lifespan.

Speed and Efficiency: Accelerated and Fast-Track Options

For many working nurses, the primary barrier to graduate school is time. This has led to the rise of 
BSN to MSN accelerated programs
 and 
BSN to MSN online fast-track
 options.

Traditional Timeline:
 Typically 24 to 36 months.

Fast-Track Timeline:
 Can be completed in as little as 
15 to 20 months
.
Programs like those at 
Herzing University
 or 
Capella University
 often use 8-week course formats or competency-based models. These allow students to leverage their existing clinical knowledge to move through foundational material quickly, focusing their time instead on complex clinical rotations.

Balancing the Budget: BSN to MSN Cost

Financial planning is a critical component of the path to NP status. The total 
BSN to MSN cost
 varies wildly based on the institution’s prestige and location.

Private Universities:
 Can range from $40,000 to over $100,000.

Public State Schools:
 Often fall between $20,000 and $40,000.

For those seeking the 
cheapest BSN to MSN online
, institutions like 
Western Governors University (WGU)
 
and 
Fitchburg State University
 are frequently cited as top choices. WGU, for example, uses a flat-rate tuition model per six-month term (approximately $4,500), meaning the faster a student completes the work, the less they pay for the degree. Other affordable options include 
Georgia College & State University
 and 
UT Arlington
, which offer competitive per-credit rates for out-of-state online learners.

Family nurse practitioner (fnp) programs near new jersey

Several universities in and near New Jersey offer accredited Family Nurse Practitioner (FNP) programs, ranging from Master of Science in Nursing (MSN) to Doctor of Nursing Practice (DNP) degrees. These programs are available in online, hybrid, and on-campus formats to accommodate working registered nurses.
 

Top FNP Programs in New Jersey

Rutgers University (Newark & New Brunswick)
: Offers a highly-ranked 
Post-Baccalaureate DNP
 in Family Nurse Practitioner. The program consists of 73–75 credits and requires at least 1,000 combined clinical and project hours. A specialized 
Family Nurse Practitioner in Emergency Care
 DNP is also available.

Seton Hall University (South Orange)
: Features a 
100% online MSN-FNP
 program designed for working nurses. It is a 48-credit program including 600 supervised clinical hours. Seton Hall’s online graduate nursing programs are ranked as some of the best in the state.

The College of New Jersey (TCNJ – Ewing)
: Provides an 
online MSN-FNP
 that can be completed in two years. The curriculum is 43–47 credits and includes 585 practicum hours.

Monmouth University (West Long Branch)
: Offers an 
online asynchronous MSN-FNP
track. This 43-credit program focuses on lifespan care and allows students to continue working full-time Family nurse practitioner (fnp) programs near new jersey

William Paterson University (Wayne)
: Known for an affordable 
online MSN-FNP
 program. It requires 47 credit hours and 680 clinical hours, with a total tuition cost of approximately $37,882.
 

Additional Noteworthy NJ Programs

School
 

Format

Program Type

Clinical Hours

Stockton University

Hybrid/Online

BSN to MSN / BSN to DNP

Varies

Rowan University

Hybrid

BSN to MSN

Felician University

Online

MSN-FNP

650–750 hours

Fairleigh Dickinson University

Online

MSN-FNP

640–750 hours

Rider University

Online

MSN-FNP

700 hours

Ramapo College

Hybrid

BSN to MSN

Nearby Out-of-State Programs (NY)

For those near northern New Jersey, several New York institutions offer FNP programs:
 

Pace University (New York City)
: Offers a traditional, non-online MSN-FNP.

University of Mount Saint Vincent (Bronx)
: Offers an online MSN-FNP program.

Dominican University (Orangeburg)

: Provides on-campus FNP options near the NJ border.

Mercy University (Dobbs Ferry)

: Offers an accredited MSN-FNP program.
 

Franklin University

Admission Requirements

Most programs share several core requirements:
 

Seton Hall University
 +1

BSN degree
 from an accredited program.

Current RN license
 (NJ license may be required for clinicals performed within the state).

Minimum GPA
 (typically 3.0 or higher).

Professional experience
 (often one year of full-time nursing experience).

Letters of recommendation
 and a personal statement

Family nurse practitioner (fnp) programs near new jersey

Capstone PICOT Research Paper Example

In this Capstone PICOT Research Paper assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background

2. Problem statement

3. Purpose of the change proposal

4. PICOT

5. Literature search strategy employed

6. Evaluation of the literature

7. Applicable change or nursing theory utilized

8. Proposed implementation plan with outcome measures

9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome

10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Review the feedback from your instructor on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Also here example of how needs to be set up

Problem Identification

Problem Impact

Significance to Nursing

Literature Review

Theory

The theory can be either a nursing theory or borrowed theory. An example of a borrowed theory is a change theory or Adult learning theory. It is up to you

Implementation Plan

Proposed solution and rationale – be specific on what you are going to be doing. If doing education, be sure and have objectives and be specific as to the education. May want to put in an appendix

Methods for Approval and Resources – who, what, where and when on how approval for the project will occur

Barriers – all projects have barriers. Capstone PICOT Research Paper Example

Evaluation Plan

Methods: how will you obtain the outcomes listed in the PICOT. Who will gather the data, who will collate the data.

Dissemination Plan

Internal Stakeholders – how will you disseminate the plan to people within the organization. I would highly suggest that you include the bedside nurses

External Stakeholders – how will you provide the results outside of the organization. A lot of students go to large regulatory bodies, which is really not dissemination. How will you disseminate the results to other nurses? A poster presentation at a local conference is always a good idea.

Conclusion

References

Appendices

Appendix A must be the literature evaluation table (this table is completed I will attach in files)

 

Capstone PICOT Research Paper Example

Capstone PICOT Research Paper

Abstract

COPD is a chronic respiratory disease that is typified by the progressive limitation of the airflow and cannot be fully reversed and the 3
rd
leading cause of readmissions in hospitals within the US. The readmission rate among COPD patients is relatively high and it increases morbidity and mortality, and healthcare costs as well. Risk factors to COPD readmission include low health literacy on how to manage the disease and medication devices such as inhalers and lack of information on the possible environmental irritants. The purpose of the proposed change is to educate patients on the correct use of inhalers and oxygen and also educate them about the possible environmental irritants that trigger exacerbations in patients with COPD in order to improve patient self-management skills and health literacy on how to use oxygen and inhalers and avoid environmental triggers after hospital discharge. Databases used during the literature search included PubMed, CINAHL, Wiley library, and Web of science and the Lowa model will be used to implement the change. The project is projected to take about 3-month to ensure full implementation. Potential barriers likely to hinder the implementation of the project include resistance from some of the nursing staff members to support the project due to time limitations and problems with accepting new ideas. Change champions and change agents will be used to educate the staff about the importance of the proposed change and convince them to support and embrace the project.

PLACE YOUR ORDER HERE

Capstone PICOT Research Paper

Background

COPD is a chronic respiratory disease that is typified by the progressive limitation of the airflow and cannot be fully reversed. According to Portillo et al., (2018) COPD is the 3
rd
leading cause of readmissions in hospitals within the US. Acute exacerbations in COPD are associated with high morbidity and mortality rates which are major public health issues. A majority of patients with COPD and the associated exacerbations experienced a reduced quality of life, depressive symptoms, and some death, one year after hospital discharge (Shah et al., 2016). In the US, hospitalizations for acute exacerbation associated with COPD account for approximately $13.2 billion. The disturbing concern is that 1 in 5 patients with COPD is readmitted within 30 days after hospital discharge. The early and frequent readmissions increase both the morbidity and mortality rate among the patients and also leads to a significant economic burden. Risk factors associated with high readmission rates include low health literacy, long-term oxygen therapy, reduce the quality of life, socioeconomic status, worsening lung function, substance abuse, among other factors (Portillo et al., 2018). Therefore, it is necessary to conduct research regarding the appropriate interventions that can reduce the readmission.

Problem Statement

The readmission rate among COPD patients is relatively high. A high number of patients with COPD are readmitted in 30 days after hospital discharge. The readmission rate increases morbidity and mortality as well, and also significantly increases healthcare costs (Portillo et al., 2018). Risk factors such as low health literacy on how to manage the disease and medication devices such as inhalers, along with lack of information regarding the possible environmental irritants have been associated with preventable exacerbations in COPD. Portillo et al., (2018) explain that about 10% to 55% of readmissions in patients with COPD can be prevented. Furthermore, evidence indicates that the majority of patients with COPD do not know how to use their inhalers and hence they require evidence-based education to correct the misuse of the inhalers. In addition, patients with COPD need to be educated on how to avoid environmental stimuli that cause exacerbations in COPD.

Purpose of the Change Proposal

The purpose of the proposed change is to educate patients regarding the correct use of inhalers and oxygen and also educate them about the possible environmental irritants that trigger exacerbations in patients with COPD. Accordingly, the proposed change will improve patient self-management skills and improve health literacy on how to use oxygen and inhalers and avoid environmental triggers after hospital discharge. This will reduce the likely COPD exacerbations post-discharge and thus reduce the readmission rate for this patient population.

PICOT Question

In COPD patients (P), does patient education on correct inhaler and oxygen use together with the reduction in environmental stimuli (I) compared to no education/reduction of environmental stimuli (C) reduce hospital readmissions (O) over a period of six months (T)

Literature Search Strategy

A detailed and comprehensive literature search was carried out in order to identify suitable studies to be used in this research project. The search was conducted in various databases that are available electronically. The specific databases used during the literature search included PubMed, CINAHL, Wiley library, and Web of science. The comprehensive search was performed to ensure that an adequate number of high-quality research studies were located to answer the PICOT question (Grewal et al, 2016). In addition, a further search was also conducted in the university’s library. The list of references for all research articles retrieved was reviewed thoroughly to see if they met the inclusion criteria and were relevant to the study topic. The search in this study was carried out by breaking the PICOT question into various search terms Capstone PICOT Research Paper Example.

Evaluation of the Literature

The retrieved articles were evaluated according to the set inclusion and exclusion criteria. according to the inclusion criteria, only articles published after 2015 and in the English language were included in the study. In addition, only articles relevant to the study topic were included. The CASP tool was used to evaluate and appraise all studies that met the inclusion criteria. CASP tool ensured that only high-quality literature and robust evidence was included in the research project (Harrison et al., 2017).

The Change Model

The Lowa model will be used to implement the change. The first step involved selecting the topic for the change. The topic for the change was reducing the readmission rate for COPD patients using patient education on correct inhaler and oxygen use and reducing environmental stimuli. The research topic is a priority problem because of the high readmission rate for COPD patients and associated morbidity and mortality. The second step is to form a team whose responsibility will be to develop, implement and evaluate the change (Berwick, 2015). The third step involves a brainstorming session where the relevant evidence to be used is retrieved. The fourth step is to grade the evidence by evaluating and examining the quality of the retrieved evidence. this step ensures that the evidence and retrieved studies are latest and reliable (Pravikoff, et al, 2015). The next step in the Lowa model involves establishing recommendations for practice basing on the decisions from all the members of the team formed. Implementation of the proposed evidence-based practice while involving all the relevant stakeholders, then follows (Nutbeam, 2018). The last step of the Lowa model is to assess and impact of the implemented change. In this case, this step will involve assessing if the readmission rate among the COPD patients reduced after patient education and reduction of the environmental stimuli.

Proposed Implementation Plan with Outcome Measures

The project is projected to take about 3-month to ensure full implementation. The first step will involve sensitizing the relevant stakeholders and training nurses who will take part in educating patients during discharge regarding correct inhaler and oxygen use and reducing environmental stimuli.  The resources that will be needed to ensure successful implementation of the project included human resources, as well as training materials and equipment, and the training venue. The trained nurses will then provide patient education to the admitted patients with COPD and their families, and especially during their discharge. The readmission rate before and post-project implementation will then be evaluated. After the project implementation, the pre and post-project implementation data will be entered into an excel spreadsheet to analyze and compare the readmission rate of patients with COPD before and after the implementation of the project.

Potential Barriers to Plan Implementation

The potential barriers likely to hinder the implementation of this research project include resistance from some of the nursing staff members to support the project due to time limitations and problems with accepting new ideas. The main reason behind this barrier is the high workload within the organization and therefore the nursing staff may lack the required time to attend the training sessions and providing comprehensive patient education to patients with COPD.

Barriers to effective implementation of the proposed change include using change champions and change agents within the organization. The change champions and agents will enlighten and emphasize to the staff members about the importance of providing patient education about the proper use of inhaler and oxygen and reduction of environmental stimuli in lowering the readmission rates among the patients with COPD. The change champions and agents will successfully change the attitudes of the staff members who might be resisting the change and thus there will be minimal resistance (Fischer et al., 2016). Another strategy to overcome this barrier is requesting the administration to provide an adequate number of the nursing staff to lower the workload and also ensure that adequate resources are allocated to this project in order to ensure the successful implementation of the project Capstone PICOT Research Paper Example.

 

References

Berwick DM (2015). Disseminating innovations in health care.
JAMA
, 289(15), 1969–75.

Fischer F, Lange K, Klose K, Greiner W & Kraemer A. (2016). Barriers and Strategies in Guideline Implementation—A Scoping Review.
Healthcare (Basel),
4(3), 36.

Grewal, A., Kataria, H & Ira, D. (2016). A literature search for research planning and identification of research problem,
Indian J Anaesth,
60(9), pp.635–639

Harrison, J., Quinn, T., Reid, J., and Shenkin, S. (2017). Using quality assessment tools to critically appraise aging research: a guide for clinicians.
Age Ageing
, 46(3), pp.359–365

Nutbeam D. (2018). Evaluating health promotion: progress, problems, and solutions.
Health Promot Int
. 13(1): 27–44

Pravikoff, D. S., Tanner, A. B., & Pierce, S. T. (2015). The readiness of U.S. nurses for evidence-based practice.
American Journal of Nursing
, 105(9). 40–51.

Portillo, E. C., Wilcox, A., Seckel, E., Margolis, A., Montgomery, J., Balasubramanian, P., … Kakumanu, S. (2018). Reducing COPD Readmission Rates: Using a COPD Care Service During Care Transitions.
Federal practitioner: for the health care professionals of the VA, DoD, and PHS
,
35
(11), 30–36.

Shah, T., Press, V. G., Huisingh-Scheetz, M., & White, S. R. (2016). COPD Readmissions: Addressing COPD in the Era of Value-based Health Care.
Chest
,
150
(4), 916–926 Capstone PICOT Research Paper Example . doi:10.1016/j.chest.2016.05.002.

Formulate a PICOT statement for your capstone project -Research Critiques and PICOT Statement Paper

Please use this article and the question guide I attached to create a Picot critique qualitative question. Please follow those guidelines questions to answer it and add 2 more resources. My previous order 2 years ago was perfect. Log into my account if you want to see how it was done.

 

PICOT Question Based on Article on Burnout in Nurses at the Time of the Covid-19 Pandemic 

The Covid-19 pandemic that erupted towards the end of the year 2019 was one of the most devastating events to hit the medical world and the healthcare industry as a whole in the 21
st
century. Nurses as the frontline healthcare employees were some of the most affected healthcare players by the pandemic. The viral respiratory infection was neither known nor had any known cure/ vaccine. Because of the high number of deaths and the enormous risk of infection that the nurses placed themselves in day in day out, stress levels were very high and burnout became a very constant event. The article by Ghassemi (2022) talked about the need for evidence-based risk assessment for burnout and supportive interventions.

PICOT Question

In nurses working during the Covid-19 pandemic (P), did the application of evidence-based risk assessment for burnout and supportive interventions (I) compared to no action (C) result in many nurses getting help and continuing to working a high-stress environment (O) within the timeframe of two years (T)?

Article Title

The title of Ghassemi (2022) indeed accurately describes the study that was carried out in terms of the need for evidence-based risk assessment for burnout and supportive interventions (Melnyk & Fineout-Overholt, 2019). It mentions burnout in nurses and goes ahead to specify the kind of interventions that were needed at the time to forestall burnout and help nurses continue performing their duties despite the heavy workload and stress. The exact title was “Burnout in nurses during the COVID-19 pandemic: The rising need for development of evidence-based risk assessment and supportive interventions.” Formulate a PICOT statement for your capstone project

Problem/ Purpose Statement

This was a commentary on Galanis et al. (2021) which was a systematic review on burnout in nurses and its associated risk factors during the Covid-19 pandemic. As such, being a commentary means that it was an opinion on what should actually have been done to reduce the high levels of burnout in nurses during the Covid-19 pandemic. This is to say that the purpose was not clearly stated since it was just a commentary and opinion. However, extrapolating from the main study by Galanis et al. (2021), the purpose would be to look for evidence-based interventions that would help reduce the high levels of work-related stress and burnout among nurses at the height of the pandemic.

Literature Review

In Galanis et al. (2021) upon which the commentary by Ghassemi (2022) is based, indeed appropriate references are cited supporting the quantitative work. At the same time, supporting and opposing studies are also cited appropriately in the study’s literature review. The review also makes use of current literature published within the last 5 years. An excerpt of the review is given here below.

Nurses exhibit mild to severe burnout syndromes, according to a number of systematic reviews and meta-analyses (Adriaenssens et al., 2015; De la Fuente-Solana et al., 2019; GómezUrquiza et al., 2016; López-López et al., 2019; Owuor et al., 2020; Pradas-Hernández et Varied geographic areas and professional specialties have different levels of burnout syndrome frequency.

In particular, Sub-Saharan Africa had the highest prevalence of burnout symptoms, while Central Asia and Europe had the lowest (Owuor et al., 2020; Woo et al., 2020). The largest prevalence of burnout symptoms was seen among nurses working in pediatrics, cancer, and emergency departments (Gómez-Urquiza et al., 2016, 2017; Parola et al., 2017; Pradas-Hernández et al., 2018). Nursing burnout is a serious and common health problem that affects not just nurses but also patients, coworkers, and healthcare organizations negatively.

Since they are the frontline healthcare professionals who are directly involved in the treatment and care of patients, nurses are crucial to the health systems’ response to the COVID-19 epidemic (Hu et al., 2020; Liu et al., 2020; Zhan et al., 2020). Since nurses are particularly vulnerable to the threat of SARS-CoV-2 infection, they are subjected to intense and ongoing psychological pressure. As a result, they experience overwhelming fear for the safety of their own health, the health of their immediate family members, and the patients they care for.

In these conditions, nurses encounter severe psychological and mental issues that may cause burnout, which could subsequently result in decreased productivity, mistakes in clinical settings, and a lack of compassion for patients (Al Maqbali et al., 2021; Pappa et al., 2020; Salari et al., 2020). Nursing staff exhaustion in healthcare facilities is the worst case scenario as the second wave of COVID-19 spreads around the world. As far as we are aware, there is no systematic review that specifically addresses nursing burnout during the COVID-19 pandemic. A thorough examination of the nurses’ burnout during the COVID-19 pandemic is also required given the exponential growth in studies in this field of study.

Method

The role of the researcher in Galanis et al. (2021) is indeed stated very clearly, as it was a systematic review. However, as already stated above Ghassemi (2022) is a commentary on the same. As such, the role of the researcher is stated in the former as being to search for the articles to be reviewed in databases namely PubMed, Scopus, ProQuest, Cochrane COVID-19 registry, CINAHL and pre-print services (medRχiv and PsyArXiv). The authors were to search these from January 1, 2020 to November 15, 2020 and then to remove duplicates. They were then to use the following strategy by making use of the Boolean operator “AND”: ((nurs* OR “nursing staff” OR “health personnel” OR “healthcare workers” OR “healthcare personnel” OR “health care personnel” OR “health care workers”) AND (COVID-19 OR SARS-COV-2)) AND (burnout). Also, they were then to search the full reference lists of all selected articles. In the article, the quantitative method is indeed clearly stated as a systematic review and meta-analysis.

Participants

The target population in Galanis et al. (2021) is indeed clearly stated. The selection procedures are also clearly described in the article and the participant protection is also discussed, as had been applicable in the studies being reviewed. Informed consent was not necessary to obtain as required because this was a systematic review of studies that were already done. As such, what can be considered as “participants” in this case are the individual articles selected for the review. In that perspective, the “participants” were selected through an elaborate process that is described in the article. However, there is no mention of the Institutional Review Board or IRB. This is not surprising given that it was a systematic review that did not involve dealing with human subjects directly Formulate a PICOT statement for your capstone project.

The selection through the literature search was in accordance with PRISMA recommendations. Through computerized databases, authors initially discovered 439 prospective entries; 270 remained after eliminating duplicates. After reviewing the titles and abstracts, they eliminated 212 items and added four additional that were discovered when scanning the reference lists. Finally, they included 16 studies (Aydin Sayilan et al., 2020; Buselli et al., 2020; Chen et al., 2020a; Chor et al., 2020; Cortina-Rodrguez & Afanador, 2020; Ferry et al., 2020; Hoseinabadi et al., 2020; Jalili et al., 2020; Khasne et al., 2020) in this systematic review that met their inclusion criteria and among them six studies in the meta-analysis that included the appropriate data.

Data Collection

The data collection procedures are well stated. That means the how, where, and when the data was collected. The period of time is also stated clearly as from January 1, 2020 to November 15, 2020. Indeed, during the discussion there is an explanation of how themes were extracted during the time that the data was being analyzed. The authors state that information about the reviewed articles such as authors, location, gender, age, sample size, sampling technique, assessment tool, response rate, data collection time, publication (journal or pre-print service), number of nurses with burnout, scores on burnout scales, factors associated with burnout, and level of analysis were among the information we extracted from each study using structured forms (univariate or multivariable).

Results

In the study results, the research purpose is answered, the limitations are discussed, and recommendations are made to replicate or even revise the study. I all, the recommendations and findings are generally reliable and generalizable to the wider population. For instance, according to the MBI, they discovered a sizable prevalence of nurse burnout during the COVID-19 pandemic. Particularly, significant degrees of emotional tiredness, low personal accomplishment, and depersonalization were reported by 34.1%, 15.2%, and 12.6% of nurses, respectively. Even among nurses working in a very difficult situation like palliative care, these levels of burnout were far greater; the incidence of emotional tiredness, low personal accomplishment, and depersonalization is 19.5%, 9.3%, and 8.2%, respectively. A different meta-analysis, which used data from 49 countries, discovered that 11.23% of nurses worldwide reported experiencing burnout symptoms.

The research found a link between increased nurse burnout during the COVID-19 pandemic and a decline in social support. The psychological help that HCWs got during and after a pandemic can have a substantial impact on how well they are able to manage their moods and emotions while dealing with the aftereffects of such a terrible occurrence. The authors also discovered that burnout among nurses is exacerbated by prolonged confinement. Studies with nurses who operate in quarantine zones during epidemics, where loneliness has been identified as a key stressor, verified this conclusion. When nurses are required to live away from their families and in specific hospitals, as was the case in Wuhan, China, loneliness is exacerbated. A crucial tool for nurses to combat the psychological discomfort that arises during epidemic outbreaks is family and social support.

Application to Nursing

The implications for
nursing
are indeed clear. Looking at the results, they are indeed applicable to patients in clinical practice. The implications to practice according to Ghassemi (2022) are:

The risk and protective variables for burnout during widespread epidemics must be identified, and multilevel evidence-based public health solutions must be used to increase nurses’ adaptive coping abilities, lessen their emotional and physical tiredness, and improve their function.

To develop specialized training for nurses, prepare the healthcare systems and nurses, future research should focus on a thorough assessment of the detrimental impacts of pandemic on nurses’ mental health and risk factors for burnout.

References

Galanis, P., Vraka, I., Fragkou, D., Bilali, A., & Kaitelidou, D. (2021). Nurses’ burnout and associated risk factors during the COVID‐19 pandemic: A systematic review and meta‐analysis.
Journal of Advanced Nursing, 0
(0), 1-17. 
https://doi.org/10.1111/jan.14839

Ghassemi, A.E. (2022). Burnout in nurses during the COVID-19 pandemic: The rising need for development of evidence-based risk assessment and supportive interventions.
BMJ Journals, 25
(3), 94.
http://dx.doi.org/10.1136/ebnurs-2021-103438

Melnyk, B.M., & Fineout-Overholt, E. (2019).
Evidence-based practice in nursing & healthcare: A guide to best practice, 4
th
ed
. Wolters Kluwer. Formulate a PICOT statement for your capstone project