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This article discusses the challenge that educators have in assessing competency in APRN students, particularly with simulation.

An interesting article about an APRN fellowship. It is a yearlong program that has classroom sessions, simulations, and peer-to-peer support networks. The program is aimed at facilitating the APRN transition and reducing burnout. It seems to have some good results!

The orientation described in this article is something that sounds appealing to me as a new grad. It exposes practitioners to didactic and simulated experiences, focused peer support, formalized resources, and includes a preceptor.

An article examining the effectiveness of high fidelity simulation on preparing APRN students for practice.

I really liked this article because it focused on crisis resource management in Emergency Medicine. Seven perceived barriers to effective team performance in the ED were listed with the number one barrier being communication between disciplines. Further, of 81 (nurses, physicians, and residents) 100% felt that effective communication and effective leadership were very important team management skills that could effect the outcome of a resuscitation. Additionally, the number one contributing factor to adverse resuscitation outcomes was poor communication (96.2% out of 79 participants). Though other barriers and contributing factors to adverse outcomes were identified, communication was reported as the most contributory. Coming from an emergency room myself, I totally love the aspect of interdisciplinary collaboration. In resuscitation you are working with the physician, the nurses, the techs, pharmacy, the lab, the radiology department--and following a successful resuscitation, you are collaborating with the intensivist/pulmonolgist, cardiologist, and potentially other specialists, as well as the ICU staff members. The patient is relying on effective communication and collaboration to obtain the best outcome possible. And this communication and collaboration is not the sole responsibility of the provider, but EVERYONE on the team!

Research article that discusses practice setting characteristics that were either helpful or stressful to new grad NPs during their first year of practice. Primary care settings in Canada were sites used in this study, but the results would likely apply to acute care settings as well.

↵Correspondence: Maureen Sullivan-Bentz, University of Ottawa, School of Nursing, Simulation Laboratories, 200 Lees Ave, Ottawa, ON K1S 5S9; telephone 613 298-3022; e-mail mbentz{at}uottawa.ca OBJECTIVE To examine role transition and support requirements for nurse practitioner (NP) graduates in their first year of practice from the perspectives of the NPs and coparticipants familiar with the NPs' practices; and to make recommendations for practice, education, and policy.