July 6, 2024

July Newsletter

July Newsletter

July 6, 2024

New at NTF!

Happy Summer! We are thrilled about our upcoming and new content, as we continue to make every effort to engage with nursing interest groups on behalf of new graduate interests and provide you with exceptional member-led supports! Please reach out if you're interested in contributing to our content strategies, need individual or institutional support, or have suggestions for new topics. We are here for YOU!

Additionally, we've decided to reinstate our email campaigns to keep our subscribers informed about what's new at NTF. While subscribing is NOT mandatory to access NTF content, we encourage you to subscribe HERE to receive important updates on events and new content so you don’t miss out!


Emerging Career Series

(https://nursingthefuture.ca/emerging-career-series/)

We are honoured to have interviewed Cathy Crowe, a living legend of relentless nurse advocacy for the rights and benefit of the unhoused. In our interview, Cathy talks about her path to becoming an activist and the lessons she has learned along the way. Cathy’s Street Nursing journey is inspiring, read on to find out more! For even more of Cathy’s amazing story, visit https://www.cathycrowe.ca/a-knapsack-full-of-dreams.html to find her memoir “A Knapsack full of Dreams”!


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Book Club

(https://nursingthefuture.ca/book-club/)

Our newest book club feature is "Witches, Midwives, and Nurses: A History of Women Healers" by Barbara Ehrenreich and Deirdre English. First published in 1973, followed by this second edition in 2010. This historical expose explores the oppression of women healers and how medical practice has since evolved. Ehrenreich and English delve into modern attitudes toward childbirth, alternative medicine, and the resurgence of interest in witchcraft, linking these trends to the long-standing struggle for control over healthcare by male-dominated institutions. The authors argue that this struggle is deeply entwined with broader socio-political dynamics, including class politics and economic motivations. This historical enmeshment led to the persecution of women healers in favour of a male-dominated medical authority. Read more and find the book here!


Speaker Series

(https://nursingthefuture.ca/speaker-series/)

Nailing the Interview: A Guide for New Grad Nurses (Part 1 and 2)

This month, we are so pleased to share that Jhunell De Rivera and Adunia Weldetensaie from the Winnipeg Regional Health Authority have created a helpful 2-part series on how to begin preparing for, and succeed in, your first interview as a professional nurse! These human resource specialists explore frequent questions from new hires and provide a fantastic guide on what employers are looking for as they review and interview candidates! Watch both parts of this Series here!


The Interview: Conversations with Nurses on the Frontline

Join Chao Yu Hu as she speaks about the challenges and inspirations of joining the workforce as a newly graduated nurse. Chao emphasizes the importance of being proactive, reflective and optimistic with yourself and your colleagues - transitioning can be challenging but remember what you know and as often as you can, bring your passion to work with you!


Supporter Spotlight

(https://nursingthefuture.ca/awards/)

At NTF, we are passionate about recognizing and celebrating excellence. When we discover a Rising Star among new graduate nurses or their supporters, we are eager to share their successes with our community!

If you know someone who deserves to be celebrated for their achievements, please let us know by emailing us at newgraduates@nursingthefuture.ca OR go directly to https://nursingthefuture.ca/awards/ and submit your nomination! Your nominations help us shine a spotlight on those who are making a difference in the nursing profession.


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Let’s Talk Transition!

In the June newsletter, Dr. Duchscher talked about learning, the 1st of 5 critical components of the first 4 months of transition (the DOING stage). The remaining components in this stage include: performing, concealing, adjusting and accommodating.

Performing and Concealing

Part of what makes this 1st stage of transition such a ‘flurry’ of activity is that while the new graduate has acquired a base of knowledge and skill during their education, the variety of situations within which they are being asked to PERFORM those skills and apply that knowledge are as limitless as the human beings they are caring for.

Learning what is expected of them, performing their various roles safely, taking responsibility for the professional decisions and judgments that are now theirs to make, and completing all of this “on time and without killing someone” may well be their primary objective at this stage. Uncertain of who they can trust (this will depend on their prior exposure to the transition setting) and driven by a strong developmental need to ‘fit in’ or ‘belong’ to their professional group, new graduates may go to great lengths to CONCEAL anxieties they are feeling from their colleagues.

For graduates who have had experience working as professionals prior to entering their nursing education program (referred to variably as ‘accelerated degree’, ‘2nd degree’, or ‘post-RN’ graduates), the need to conceal may be less of an issue, though it is normal in any ‘new’ situation to disguise feelings of inadequacy. This cautiousness, however expected, can isolate the new nurses from those around them as they ‘appear’ to others to be coping well with the changes, all the while inside they are screaming: “HELP!!! I am terrified and feel like I don’t know what I’m doing!!!!” This contradiction between how the graduate FEELS and how they APPEAR TO OTHERS can contribute to the loneliness they may feel as a result of being a new nurse in a busy and seemingly unforgiving workplace.

Before shifts I have a hard time falling asleep ‘cause all those thoughts run through your mind and anxiety and the feeling in the pit of your stomach before you’re going to bed….Just mentally exhausted at the end of the day.  Not so much physically but the mind never stops. It’s hard getting it to relax when you’re lying in bed and you find yourself tossing and turning and the next thing you know it’s one in the morning and you think ‘Oh my God. I need to be up at six and I only have this much sleep and then you start getting worked up that you’re going to sleep and then it’s hard to get to sleep….I still dream about work quite frequently but it’s not just waking me up every two hours in a panic like it did during the first month. I dream that I didn’t do something or that something’s wrong and I don’t know what to do about it….I dream about starting IVs, I dream about handing out pills, I dream about machines beeping, I dream about everything.

Because so much of what the new nurse is experiencing is new to them, the learning curve that dominates this stage can feel steep. The solid professional identity they may have developed by the end of their education may fracture under the weight of current performance anxiety and self-doubt. It may seem difficult to discern the exact origin of their anxiety as new graduates often feel stressed “about absolutely everything.” Their entry-level skill and knowledge may be challenged by the unfamiliar and sometimes unanticipated clinical presentations of patients that contribute to a wavering level of practice confidence. The relentless requests that come their way to assist with or perform procedures for which they have little or no reference can cause significant levels of anxiety. These situations pose a high level of risk to graduates who perceive such requests as having the potential to expose them as ‘incompetent’, subsequently reducing their credibility in the eyes of their colleagues; this perception of incompetence, alongside causing harm to patients, is the most significant fear of the new nurse.

A new graduate nurse….it almost feels like in the eyes of your co-workers you’re seen as a completely different person.  It’s kind of hard to explain actually.  At the same time you do get a little bit of, well not pity but they seem to be like ‘Oh she’s a new grad….she won’t know anything’ and it’s almost like they look at you like they don’t necessarily trust your care. I don’t mind being looked at like that in some ways because I don’t know everything and it’s almost like they give you a little bit of leeway and I think for now that is a good thing.  There’s a little bit more understanding from the physician and some of the older more experienced nurses that yes I am going to be asking questions.

I asked my preceptor how much KCL should be mixed in how much NS since I had never mixed KCL in NS before. She said, ‘What? I can’t believe that, it makes me scared to think of what you yet do not know and lack experience in’. I felt ashamed for never doing this before and I felt stupid for opening my mouth and asking. Asking questions is how I learn and it prevents mistakes. While she was scared about my lack of experience, I was scared that this awful experience would stop me from asking questions.

It is worth noting here that anyone who tells a new nurse that asking questions is not acceptable (i.e., “you should know this already”)….IS DEMONSTRATING UNSAFE BEHAVIOR. That doesn’t mean we should expect the new graduates to ask the SAME questions for 2 years (that is another issue that clearly needs attention), but it does mean that by asking for information or clarification, the new nurse is practicing HUMILITY and showing their VULNERABILITY as professionals. It tells those around them that they recognize their limitations and understand that no one CAN know everything, no matter how long they have been a nurse.

Graduates who are assigned the same workload as tenured co-workers within the first weeks of employment but who are NOT given equal access to expert counsel or practice support may feel as though they have landed on MARS! Being a new nurse in today’s acute-care practice environment, where the clear majority of graduates make their initial transition, has been described by many as an “obstacle course”. New graduates describe feeling overwhelmed by the weight of responsibility for new roles, responsibilities, relationships and expectations of knowledge application not previously experienced as a student.

I’m so easily distracted and I don’t know how to limit my visits to short ones so I can get back to doing whatever I was doing.  I get very much tied into the patient so that’s something I really need to work on. But watching the senior nurses, they can just walk in there in a few minutes and get all the information where maybe it would take me 15 -20 minutes to get what they did.

We haven’t had a CODE while I’ve been up there working but you know housekeeping pulled the cord from the wall once and it goes off and all of a sudden people are running.  I was like ‘What’s going on?’ and someone said ‘That’s the CODE button!’ and I was like, ‘Oh I didn’t know’. I was so busy I didn’t even recognize what was going on, so like I hope that changes. Cause yeah, the first few times it was like ‘Oh my god what if I don’t hear it?  What if something is going on down the hall and I don’t hear it….I just don’t necessarily pick up on those things right now.

Join us next month when we talk about adjusting and accommodating!


Research and Education:

The breadth of nursing knowledge extends to the pursuit of evidence through programs, initiatives, and research. Join us as we highlight and discuss what emerging findings mean for the contemporary field of professional nurse transition, and the profession as a whole.

Executive Summary: Dr. Patricia Benner’s Apprenticeships of Nursing Practice

This summary provides insights into Dr. Patricia Benner’s Apprenticeships of Nursing Practice. The American Academy of Nursing confers honorary ‘Living Legend’ awards on individuals who have made remarkable contributions to the nursing profession. One such recipient of this prestigious award is Dr. Patricia Benner, a world-renowned author, educator, and nursing theorist whose work continues to shape the discourse on skill acquisition in nursing practice. In 1964, Benner simultaneously earned Associate and Bachelor degrees in nursing from Pasadena College. She furthered her education at the University of California, San Francisco School of Nursing where she earned a Master of Science in medical-surgical nursing in 1970, completing her education with a Doctoral Degree from the University of California Berkeley in 1982. Dr. Benner’s primary areas of clinical practice were coronary and intensive care and emergency department nursing.

Over the years, Dr. Benner has functioned in many capacities, occupied prominent positions, and received numerous awards, some of which include project lead for AMICAE, an endowed chair at the University of California San Francisco in ethics and spirituality, Director of the Preparation for the Profession Program, conducting a national study of Nursing Education with the Carnegie Foundation for Advancement of Teaching. She received Honorary Fellow of the Royal College of Nursing, United Kingdom, and the Danish Royal Society of Nursing. Currently, she is a Professor Emerita in the Department of Social-Behavioral Sciences, at the University of California San Francisco’s School of Nursing and Program Lead for the school’s PhD program in Nursing Health Policy. Dr. Benner is also the Chief Faculty Development Officer for EducatingNurses.com and Faculty Development Officer of NovEx, an online simulation program for teaching clinical reasoning, thinking and judgement.

Theoretical Origins

Practice professions like nursing are keen for their professionals to experience growth in the three Apprenticeships of Nursing Practice: 1) The Cognitive Apprenticeship consists of  the theory, science and technologies required for nursing practice; 2) The Practice Apprenticeship consists of the skilled knowing of how and when to assess and intervene in practice; and 3) The Ethical Comportment and Formation of Professional Identity Apprenticeship considers the notions of good internal to nursing practice at its best. The complex nature of nursing practice and the differences in human dynamics demand that nurses draw on and use all of these comportments of knowledge and skill.  The productive use of knowledge in clinical situations is more than “mere application” or rational calculations about particular clinical situations. The situated use of knowledge from nursing and other disciplines requires creating connections between the particular clinical situation and generalizations from patient population statistics to inform clinical interventions and actions in specific situations. The capacity to recognize important trends and make good clinical judgments based on scientific knowledge, technological advancements and attentive relationships with patients when providing care is developed over time as nurses experience different clinical situations in their careers. Benner’s novice-to-expert theory (1984) sheds light on this skill-acquisition journey that new nurses embark on as they build on their foundational educational knowledge through the accumulation of experiences that guide actions and interactions.

Benner’s theory is founded on the concepts of the Dreyfus Model of Skill Acquisition (Dreyfus & Dreyfus, 1980; 1988) which explains how new learners develop and evolve in their skills through education and experiential learning across time. The Dreyfus brothers studied pilots, chess players and army tank drivers to develop their seven levels of skill acquisition model; namely novice, advanced beginner, competent, proficient, expert, Mastery I and II. In their study, learners demonstrated notable changes in mainly two areas over time. They developed a sense of salience, increasingly able to recognize clinical situations as meaningful and to base their actions on prior experience of whole, concrete, similar and contrasting situations. These varying knowing positions allowed them to experience situations holistically, focusing on relevant parts and relying more on their past experiences when making decisions. Benner conducted her study using nurses working in different settings and at different levels of skill and clinical experience. Her studies confirmed that the Dreyfus Model also fit the progressive, but discontinuous or qualitatively distinct ways of practicing nursing at different levels of experience-based skill.

Description of Benner’s Novice to Expert Skill Acquisition Theory

The Novice: The novice refers to student nurses or a nurse entering a clinical area without prior clinical experience in that particular setting and most typically with no experience in clinical nursing practice. The novice nurse has little or no experience to draw on when faced with a demand situation that requires intervention. Their knowledge is mostly theoretical and based on accounts of “knowing that and about” rather than knowing “how and when”. The person at the Novice Stage requires extensive support to make connections between textbook knowledge and real-life patient presentations. They have no ability to connect the general with the particular encountered in clinical situations. They need rules and guidelines to safely navigate any demand situation and primarily from the clinical meanings of the particular clinical situations they encounter set forth by their educators.

The Advanced Beginner: New graduate nurses enter clinical practice at this skill level. They now have limited clinical experience so during this stage, their awareness of the responsibilities attached to their new role compels them to pay attention to recognizing the most relevant components of a situation. They may encounter some challenges in accomplishing this due to limitations in their sense of salience and this can result in anxiety and worry. Because the situations lack clinical meaningfulness to the graduates (not able to attach the situation to a variety of potential outcomes), they focus on tasks, all of which may seem of similar level of urgency and priority. Through engagement with patients and interactions with colleagues, their ability to recognize (personally as well as vicariously through actions of their peers) recurrent trends starts to develop. Benner and colleagues (Benner, Tanner & Chesla 1996; 2009) recommend situated coaching of Advanced Beginners to develop narrative habits of articulating experiential learning directly from clinical practice.

The Competent: This is a nurse with one to two years of working experience in a particular practice area. Accumulated experiences enable the nurse to plan for care and predict contingencies for the immediate future though they still experience anxiety and worry in unfamiliar situations. Because of their increasing clinical experience, they recognize situations with which they are unfamiliar, and are more likely to seek assistance from more experienced nurses. Worth noting at this level is the potential for preset expectations by the nurse that can interfere with their ability to quickly and accurately recognize changes in a patient's condition and responses. Nurses who remain rigid, unadaptable, and focused on achieving goals may not progress to the Proficient and Expert Stages of the Dreyfus & Dreyfus Skill Acquisition (Benner 2021 Patricia Benner, R.N. Ph.D., FAAN, (2021)“Novice to Mastery: Situated Thinking, Action, and Wisdom”  In:  “Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields Edited by: Elaine Silva Mangiante, Salve Regina, Kathy Peno, University of Rhode Island Associate Editor: Jane Northup: A volume in Adult Learning in Professional, Organizational, and Community Settings Series Editor: Carrie J. Boden, Texas State University).

The Proficient: Nurses at this stage have a heightened situational awareness and are cognizant of the limitations of excessive planning and prediction. They can synthesize and understand meanings of patients' responses and are able to take the time to confirm or disconfirm their understanding of the patient’s situation. Situations are viewed more holistically and are refined or modified as they unfold. There is a notable leap in the understanding, meaningfulness of each clinical situation, and experience-based situated understanding of familiar clinical situations.  In contrast to the earlier skill levels, the proficient nurse now has an experience-based ability to change their perspective on a situation when things do not go as expected. Proficiency develops over time by exposure to multiple and different clinical situations; these repeated situations increase the proficient nurse’s capacity to notice transitions in patient’s physiological states and responses and enhances their ability to change their perspective on clinical situations.

The Expert: Expert nurses have a maximum grasp of clinical situations. Intuitively, they respond to unanticipated clinical demands without relying on rules and guidelines.  Their extensive knowledge, experience and understanding of clinical situations enable them to swiftly identify the aspect of a situation causing changes in the patient’s vital signs and clinical condition. In any given clinical situation, their performance is more fluid and flexible because their thoughts, feelings and actions are attuned to the situation with a good perceptual grasp of whole clinical situation. The difference between the proficient and the expert nurse lies in the expert’s ability to link what needs to be done (clinical interventions) with their understanding of the meanings of the patient’s signs and symptoms.   This results in a relative ease with which subsequent actions are taken in an unfolding situation. While the proficient nurse continues to deliberate on what to do, the expert acts more fluidly and intuitively.

Mastery: Stage 6, Mastery, was introduced in later work by Dreyfus and colleagues (Spinosa, Flores, & Dreyfus, 1997) Spinosa, C., Flores, F., Dreyfus, H.L. (1997) Disclosing New Worlds. Entrepreneurship, Democratic Action and the Cultivation of Solidarity. Cambridge, MASS.: MIT. University Press.

This stage surpasses “doing what is considered best practice in frequently occurring situations”. The master practitioner recognizes when the situation is unique or novel, calling for innovative practice. Mastery Level I focuses on improving clinical practice, and Mastery II refers to more radical innovations that transform the way nursing is generally practiced (e.g., introducing primary care into school-based nursing practice and employee health programs; providing advanced palliative care practices to dying ICU patients, and other such examples of radically changing the way that nursing is practice). 

Application of the Theory

The Dreyfus & Dreyfus Model of Skill Acquisition describes and interprets the most efficacious teaching and learning strategies for each stage (Benner, Tanner & Chesla, 1996;2009). Benner’s theory is a useful model for understanding how nurses acquire skills over time through experiential learning. Nurse leaders can use this theory as a framework to gain insight into what support systems should be made available to nurses at various stages of their careers, what considerations to make when assigning duties to new nurses, and anticipated practice expectations of nurses progressing in their clinical knowledge and skill development.

Two Innovative Projects based on the Dreyfus & Dreyfus Model of Skill Acquisition are notable: 1) Clinical Professional Development Programs, used both nationally and internationally, and 2) NovEx, an online clinical simulation program for teaching-learning clinical reasoning and judgment. Both demonstrate the usefulness of the Dreyfus & Dreyfus Model of Skill Acquisition for designing practice development and learning programs (Chan & Burns, 2021; Brown et al., 2022)

References

Chan, G.K., Burns, E.M. (2021). Quantifying and Remediating the New Graduate Nurse Resident Academic -Practice Gap Using Online Patient Simulation. The Journal of Continuing Education in Nursing · Vol 52, No 5, 241-247.

Brown, J.D., Hart, L., Wludyka, P. (2022) Improving Practice Readiness among Nurses Residents. The Journal of Continuing Education in Nursing, 53(9) 411-419. 

Patricia Benner, R.N. Ph.D., FAAN, (2021) Novice to Mastery: Situated Thinking, Action, and Wisdom.  In: Mangiante, E.S., Salve, R., & Peno, K. (Eds) Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields. University of Rhode Island, Texas State University.

Benner, P., Tanner, C., & Chesla (1996; 2009) Expertise in Nursing Practice. Caring, Clinical Judgment and Ethics. New York, Springer.

Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3), 402-407.

Benner, Patricia. (1984). From Novice To Expert: Excellence and Power in Clinical Nursing Practice. The American Journal of Nursing, 84(1480.)

Benner P. (2015). Curricular and pedagogical implications for the Carnegie Study, educating nurses: a call for radical transformation. Asian Nursing Research9(1), 1–6.

Brown, J.D., Hart, L., Wludyka, P. (2022) Improving Practice Readiness among Nurses Residents. The Journal of Continuing Education in Nursing, 53(9) 411-419. 

Chan, G.K., Burns, E.M. Quantifying and Remediating the New Graduate Nurse Resident Academic -Practice Gap Using Online Patient Simulation. The Journal of Continuing Education in Nursing, 52(5), 241-247.

Petiprin, A. (2020, October 17). Dr. Patricia Benner, Nursing Theory. Available at: https://nursing-theory.org/nursing-theorists/Patricia-Benner.php (Accessed: 30 May 2024).

Spinosa, C., Flores, F., Dreyfus, H.L. (1997). Disclosing New Worlds. Entrepreneurship, Democratic Action and the Cultivation of Solidarity. Cambridge, MASS: MIT University Press.

Wikipedia contributors (2023, November 28). Patricia Benner. Wikipedia. https://en.wikipedia.org/wiki/Patricia_Benner

Lee, M. M. (2024). Improving New Graduate Nurse Retention With a Transition to Emergency Nursing Practice Program. Journal of Emergency Nursing, 50(2), 178-186.


Lee, M. M. (2024). Improving New Graduate Nurse Retention With a Transition to Emergency Nursing Practice Program. Journal of Emergency Nursing, 50(2), 178-186

Introduction

Globally, it is estimated that there is a shortage of 6 million nurses. In the US, hospital turnover rates for new nurses are high, with 31% leaving within the first year, and 27.7% by the second year. Emergency nurses face particularly high turnover rates, increasing from 20% in 2020 to 29.7% in 2021, surpassing the US national rate of 27.1%. Emergency nursing staff turnover every five years on average, and replacing a bedside nurse costs $46,100, higher for emergency nurses. Additionally, it is suggested that hospitals can save over 4.2 million dollars for every 20 contract RN positions eliminated.

Turnover is costly for healthcare organizations, leading to a push for better retention strategies. Factors contributing to turnover include burnout, high patient-to-nurse ratios, workplace violence, work-life balance issues, lack of education and support, and stress from transitioning into practice. Poor orientation and inadequate training contribute to feelings of incompetence and lack of support. Hospitals can save significant costs by reducing reliance on contract and agency nurses, emphasizing the importance of retaining staff.

As healthcare increases in complexity, there's a growing need for transition to practice (TTP) programs for new graduate registered nurses (NGRNs). TTP programs support new nurses' progression from education to practice through structured learning, including classroom education, computer-based learning, clinical preceptorship, and mentoring. Evidence shows that standardized TTP programs decrease turnover and increase retention.

Program Implementation

At a Virginia Medical Center, the emergency department turnover rate reached 46% in 2014, prompting the need to hire more NGRNs. A localized analysis identified key weaknesses, including inadequate preparation and orientation for NGRNs and high turnover among new and experienced nurses. Consequently, a TTP program was developed to address these issues and improve retention and readiness.


The Education Direction Resilience Nurture (ED RN) TTP Pathway was then created to improve retention among emergency nurses. This pathway, referred to as the "internship," includes three main components: orientation, coaching, and mentoring, spanning the first two years for new graduates. These new graduate registered nurses (NGRNs), known as Interns, participate in hybrid settings, either in person or virtually, receiving ongoing education and mentoring. The program emphasizes the first six months, a critical period for rapid learning, support, and socialization to ensure a successful transition

The orientation period (up to 6 months) begins with didactic Elsevier ENO 3.0 education, as well as ACLS and PALS, starting with a month of concentrated education. Next, NGRN’s complete 13 weeks of precepted clinical time, managed by hospital educators. Following this, 20 months of the remaining internship period includes coaching, and anniversary education and charge nurse classes. This program was evaluated using the Plan, Do, Check, Act cycle and improvements made as needed, where 11 hospitals eventually joined the program.

Evaluation and Results

Retention data was collected through the length of the NGRN employment, and later data focused on competency and confidence was measured through self-report and surveys on Day 1, 6 month, and annually thereafter. Attrition for the original ER department dropped from 46% to 5.1% following 3 years of program implementation. Overall, the program sites' (pre-Covid) average retention rate was 96%, 27% higher than the US national average.

Conclusion

There are existing orientation programs in many emergency departments, but with rising turnover rates among new graduate registered nurses (NGRNs), ED nursing leaders must understand turnover factors and improve NGRN preparation and support. Research shows that strong orientation and training programs enhance new graduate emergency nurses' knowledge and skills. However, these efforts require the support of nursing leadership for successful implementation. Organizations offering Transition to Practice (TTP) programs, formal teaching, preceptorships, and support can see improvements in competency and retention. A structured orientation program can help reduce burnout and turnover. This success depended on the full support of ED leadership, educators, charge nurses, preceptors, and staff.


Coming Soon!

Our popular seminar series NTFLive is back with another amazing seminar planned!  Join us in the live session discussing all things urgent in 'When Things Go South: Responding in a Crisis" with critical care experts and frontline nurses. Don’t miss this important and engaging session designed to hone your skills responding to critical events. Watch our Social Media and become an NTF subscriber for updates and your FREE tickets! Be sure to share these events with your new graduate peers, coworkers, and senior students!

Nursing The Future™ acknowledges that nurses across this country live, work and play on the lands of our Indigenous Ancestors and we join our members in expressing respectful gratitude for this privilege.
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