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Continuing care describes the variety of health, personal, and social services provided over a prolonged period. The need for continuing care is increasing because people are living longer. Many people do not have families or others to care for them. Continuing care is mainly for patients who are disabled, functionally dependent, or suffering from a terminal disease. It is available within institutional settings or in homes. Examples include nursing centers or facilities, assisted living,...
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Hospitals provide inpatient and outpatient services. Inpatient services provide care to patients that stay in the hospital for an extended period, ranging from days to months. Examples of inpatient services include intensive care units, hospital wards, or surgeries. Outpatient services provide care to patients who come to a hospital for a diagnostic or treatment but do not stay overnight —for example, diagnostic tests, surgical procedures, or health education.
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Related Experiment Video

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Utilizing a 3D Printed Laparoscopic Nissen Fundoplication Model to Shorten a Resident's Learning Curve
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Bridging the Gap: A Hospice Nurse Residency Program.

Susan Lysaght Hurley, Diane M Welsh, Kaveri M Roy

    Journal of Continuing Education in Nursing
    |July 30, 2020
    PubMed
    Summary

    A new nurse residency program significantly boosted registered nurses' (RNs) confidence in hospice and palliative care. The program successfully prepared new nurses for this growing specialty.

    Area of Science:

    • Nursing Education
    • Hospice and Palliative Care
    • Professional Development

    Background:

    • Limited formal training opportunities exist for registered nurses (RNs) in the expanding field of hospice and palliative care.
    • There is a need for structured programs to equip nurses with specialized skills and confidence in end-of-life care.

    Purpose of the Study:

    • To develop and evaluate a nurse residency program for RNs entering hospice and palliative care.
    • To assess the impact of the program on nurses' skills, confidence, and interprofessional collaboration.

    Main Methods:

    • A 1-year nurse residency program curriculum was designed and implemented for 12 RNs.
    • Feedback was collected through surveys from nurse residents, clinical supervisors, and interprofessional colleagues.

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  • Skill acquisition among the nurse residents was formally assessed.

    • Main Results:

    • Nurse residents reported increased confidence in caring for dying patients, interprofessional communication, and team management.
    • Supervisors and colleagues identified program strengths including support for new nurses, interprofessional team integration, and effective preparation.
    • The program demonstrated positive outcomes in enhancing nurses' competence and confidence.

    Conclusions:

    • The developed RN residency program is effective in preparing nurses for hospice and palliative care roles.
    • Findings offer valuable insights for nursing educators and administrators developing similar specialized training programs.
    • Investing in structured residency programs is crucial for advancing the quality of hospice and palliative nursing care.