This issue of the Journal of Perinatal & Neonatal Nursing focuses on professional issues that affect both perinatal and neonatal nurses. In the perinatal section, Burns addresses continuing competency and what is ahead for professional nurses. She discusses the public policy origins of the continuing competency issue, the potential complications of implementation, identification of some current organizational efforts, and what the future implications are for continuing competency.
Horner et al describe a model for the development of clinical faculty, called Clinical Scholars, that addresses the educational needs of orienting nurses in times of faculty shortage and economic limitations. The authors present a solution for one of the bottlenecks to the nursing workforce pipeline.
Jallo et al describe nursing's role in a quality improvement project. A nursing team joined forces with a managed care organization to develop and implement a quality program to improve perinatal outcomes for pregnant women enrolled in the managed care organization. They integrated a holistic framework and used a pre- and postprogram implementation design and reviewed perinatal outcomes in terms of neonatal length of care and cost savings relative to preterm labor.
Hiner et al address evidence-based practice in the hospital setting. They focus on interdisciplinary conferences used to discuss perinatal and neonatal care issues and highlight nursing involvement in this professional care practice.
The neonatal section of this issue, under the guidance of Guest Editor Dr Jacqueline McGrath, offers 4 professional issues articles covering a spectrum of topics. The articles focus on staff, preceptor, advanced practice, and evidence-based practice issues and the doctorate of nursing practice (DNP) for neonatal nurse practitioners (NNPs).
Purdy and Melwak provide the CE article on implementing evidence-based practice as driver of clinical change. They emphasize the value of evidence-based nursing practice and how the process can contribute to changes in clinical practice.
Mattson focuses on issues related to staff cultural diversity, such as value differences relating to health, relationships, healthcare providers, and work. Cultural differences include how work is viewed or defined, including a collective versus individual view. Nurses born and educated in other countries also bring different perspectives on healthcare, nursing, language, and psychosocial skills.
The important teaching-coaching role of the advanced practice nurse is presented in the article by Link. Dr Link reviews vital considerations for preceptors and students in negotiating clinical experiences as well as the partnerships and cooperative relationships necessary to produce highly qualified advanced practice nurses.
Wilson et al present a review of the literature and results from a survey of NNP preceptors and program directors focused on recruiting and retaining preceptors for NNP programs. Effective strategies for recruitment and support are increasingly important in retaining preceptors who are essential to NNP programs, especially distance-based programs. A model is presented in the article.
The DNP degree path is being implemented while its value continues to be debated. Two pieces in this issue-1 article and 1 editorial-focus on this topic. Pressler and Kenner offer perspective on a number of questions relating to DNP preparation of NNPs, given the current shortage of NNPs and faculty, the additional educational requirements of the DNP, the impact of the move to the DNP degree on master's programs, and what possible steps nursing might be able to take to ensure that NNP specialty practice remains viable into the future. Piques provides a guest editorial from the perspective of a prospective DNP student within the context of past and present education and practice paths. Her insights highlight the questions that nurses ask themselves as they consider this degree.
These contributing authors address a number of current professional issues relevant to neonatal nurses. Each of these topics directly influences practice, education, and our profession into the future. Please take advantage of this opportunity to read, learn, and consider these issues yourself and with others.
Diane J. Angelini, EdD, CNM, FACNM, FAAN, NEA-BC
Perinatal Editor
Karren Kowalski, PhD, RN, FAAN, NEA-BC
Perinatal Editor
Susan Bakewell-Sachs, PhD, RN, PNP-BC
Neonatal Editor
Jacqueline M. McGrath, PhD, RN, FNAP, FAAN
Neonatal Guest Editor