Nurse Staffing and Education Linked to Reduced Patient Mortality

Nurse Staffing and Education Linked to Reduced Patient Mortality

Hospitals in Europe where nursing staff care for fewer patients and have a higher proportion of bachelor’s degree-trained nurses had significantly fewer surgical patients die while hospitalized, according to a new study. These findings underscore the potential risks to patients when nurse staffing is cut and suggest an increased emphasis on bachelor’s education for nurses could reduce hospital deaths.

The study, supported by the European Union’s Seventh Framework Programme and the National Institute of Nursing Research (NINR), part of the National Institutes of Health, is the largest and most detailed analysis to date of patient outcomes associated with nurse staffing and education in Europe. Known as Registered Nurses Forecasting (RN4CAST), the study estimated that an increase in hospital nurses’ workloads by one patient increases the likelihood of in-hospital death by 7%. Also, a better educated nurse workforce was associated with fewer deaths. For every 10% increase in nurses with bachelor’s degrees, there was an associated drop in the likelihood of death by 7%. The results of the study are published in the February 25 issue of The Lancet.

“Building the scientific foundation for clinical practice has long been a crucial goal of nursing research and the work supported by NINR,” said NINR Director Patricia A. Grady. “This study emphasizes the role that nurses play in ensuring successful patient outcomes and underscores the need for a well-educated nursing workforce.”

For the RN4CAST study, a consortium of scientists led by Linda Aiken of the University of Pennsylvania School of Nursing, Philadelphia, and Walter Sermeus of the Catholic University of Leuven in Belgium, reviewed hospital discharge data of nearly 500,000 patients from nine European countries who underwent common surgeries. They also surveyed over 26,500 nurses practicing in study hospitals to measure nurse staffing and education levels. The team analyzed the data and surveys to assess the effects of nursing factors on the likelihood of patients dying within 30 days of hospital admission.

Based on their analysis, the researchers estimated that patients in hospitals where 60% of nurses had bachelor’s degrees and cared for an average of six patients had a nearly one-third lower risk of dying in the hospital after surgery than patients in hospitals where only one-third of nurses had a bachelor’s level education and cared for an average of eight patients each.

“Our study is the first to examine nursing workforce data across multiple European nations and analyze them in relation to objective clinical outcomes, rather than patient or nurse reports,” said Aiken. “Our findings complement studies in the US linking improved hospital nurse staffing and higher education levels with decreased mortality.”

In the US, analysis of patient outcomes associated with nurse staffing practices has informed proposed or actual legislation in nearly 25 states. These types of analyses also informed the recommendation of the Institute of Medicine that 80% of nurses in the US have a bachelor’s degree by 2020. Hospitals have responded to this recommendation with preferential hiring of bachelor’s degree-trained nurses.

The RN4CAST study was designed to provide scientific evidence for decision makers in Europe to guide planning for the nurse workforce for the future. The study’s findings provide evidence to guide important decisions about improving hospital care in the context of scarce resources and health care reforms.

“This study is another example of how nursing science can help inform policies that promote positive patient outcomes not only in the US, but around the world,” added Grady.

From Nurse to Business Owner: Strategies to Succeed, Part 3

From Nurse to Business Owner: Strategies to Succeed, Part 3

You have a great business idea, now’s the time to focus on cultivating your special place in the business world. There are a few steps involved with this process.

Develop your Niche

What is a niche? There are actually two definitions of a niche and both apply to you as a future business owner. The first definition involves finding a suitable position for you as a business owner. This goes back to finding your passions in life, realizing what you’re good at, and figuring out what you are going to do with this information- or as I call it, deciding what you want to do “when you grow up.”

The second definition comes when you know what you want to do in business, but just want to set yourself apart from the competition. A niche is something specialized- which in turn, can be very profitable for a business owner.

Say for instance you want to open a home health agency. There’s nothing extraordinary about opening a home health agency, but what if your business specializes in pediatric pulmonary patients? If you were the parent of a child with pulmonary problems, wouldn’t you want to go with a specialized home health agency rather than a general agency?

Specializing sets you apart from other businesses.

Developing your niche will keep you going when times get rough and will also help your business stand out from the competition.

Educate Yourself

This is an important step not to be overlooked. Education is needed for any successful business owner. Education will also help you develop and execute the proper niche for your business. Take a look at your potential competition- what are they doing that works? How can you change or improve upon with your own business?

These answers lie within your own self-education. In whatever type of business you plan to pursue, you must educate yourself in order to provide your customers with high quality service. Read books on your specialty. Take classes for credentials. Go to conferences. Find a mentor already in the business and pick their brains. These are all ways to gain valuable information for your new business so it will be profitable and successful.

Develop Products and Services

All business offer specific products and services to their customers. Have you decided what products or services you will offer your customers?

Make a list of potential products and services you could offer to your customers. One major variable that will affect your list will be your target market. We haven’t spoke about a target market yet, but it’s basically the type of customer your business is intended for.

Will your business focus on patients? Family of the patient?  Physicians?  The general public? It’s important you determine your target market for your business. Once you decide your target market it will be easier to pinpoint the types of products and services you can offer.

After you make a list of products and services estimate how much you will price them. There are a few aspects you need to factor into the price. Determine how much value your product or service will bring to the customer. Also take into consideration how much it will cost for you to obtain the product or develop the service.  Subtract that from what you intend to sell it for and you get your profit margin. Remember- you want to make a profit too!

By this point you should know what type of business you want to start, how to develop your niche, why education is so important in business, and what products and services you will offer to your target consumers. You’ve learned a lot in the last few weeks!

Next week we’ll wrap up the From Nurse to Business Owner: Strategies to Succeed series with two very important steps: estimating potential start-up costs and selecting a legal structure for your business.


In addition to working as a RN, Nachole Johnson is a freelance copywriter and an author with her first book, You’re a Nurse and Want to Start Your Own Business? The Complete Guide, to be released later this year. Visit her ReNursing blog at http://renursing.wordpress.com.

New to Nursing: Joining the Profession from Divergent Fields

New to Nursing: Joining the Profession from Divergent Fields

Two years ago, Evelyn Javier was working in a research lab in Maryland and was unhappy with her career. “I liked the job, but it did not fulfill my purpose,” she says. “I felt like there was more I could do.” 

What she really wanted to do, she decided, was to help people. In 2011, she quit her lab job and entered nursing school in New Jersey. Javier, now age 29, just received her RN degree and is about to launch her new career.

Many young minorities, after making false starts in other fields, discover that a career in nursing is actually the best fit for them. These career-changers—usually in their mid-20s—are attracted by the opportunity to help others, get out of an office setting, and interact with many different people. They also like the wide variety of nursing jobs they can choose from.

Nurse educators say these more seasoned students are generally more intense, get higher grades, and have a clearer idea of their career goals than their younger counterparts. After trying out something else, “they know what they want,” says Deborah A. Raines, PhD, RN, ANEF, a professor of nursing at the University at Buffalo School of Nursing. Though Javier had good grades, Raines says some latecomers to nursing were initially poor students who worked for a few years in low-paying jobs and then became more serious about their careers.

Raines, who authored the 2011 study “What Attracts Second Degree Students to a Career in Nursing?” in OJIN: The Online Journal of Issues in Nursing, says nursing tends to be something these second-careerists always wanted to do, but they were sidetracked into careers like teaching, business, or marketing for a few years. These students often bring skills from the previous jobs. Javier, for instance, says she brought a knowledge of aseptic techniques and teamwork skills from her lab job.

A Career Change From the Heart 

While traditional nursing students often cite salary and job security as key reasons for going into nursing, Raines says career-changers tend to have “intrinsic” motivations—reasons that come from the heart. “They really want to help other people,” she adds.

Javier switched to nursing after she took a career aptitude test, showing the field was her real calling. “I realized I wanted to go back into the community,” she says. “I wanted to be the person providing the extra care for those in need.”

As with many second-career nurses, Javier already had a college degree and could shorten her nursing education. Since she had already taken all the science courses she’d need for a bachelor’s in nursing degree, she was able to jump right into clinical training at the Muhlenberg School of Nursing in Plainfield, New Jersey. To help support herself as well as decide whether she wanted to be in clinical care, she took a job as a patient care technician at the same hospital where she was training. “I wanted to see if the hospital environment was right for me,” Javier says. It turned out to be a good fit.

Having just earned her degree, Javier now plans to work for about a year and start a bridge program for a master’s in nursing degree next spring. Ultimately, she wants to be a nurse practitioner specializing in family health with an emphasis on women’s health. And as a member of the New Jersey Chapter of the National Association of Hispanic Nurses (NAHN), she wants to focus on helping Hispanic patients. “I’m concerned about the cultural and language barriers that Hispanics face,” she explains.

Overcoming Family Expectations 

Raines says second-career nurses often have to overcome family expectations about another line of work. “They were directed a certain way by their parents, and then they found out that nursing was what they really wanted to do,” she says.

She recalls a second-career student from Haiti whose parents insisted that she should work at a law firm. The student did so for a while, but “she always wanted to be a nurse,” says Raines. She earned her nursing degree, worked for a year as an emergency medical technician, and then went back to graduate school. She is now in a doctoral program.

Jade Curry, an African American nurse, also had to overcome the expectations of some family members who thought she should be a doctor. To see if she’d like it, she even worked in a dermatology office for a year and attended a mini-medical school at the University of Michigan, where she majored in biology. But she didn’t like it and instead considered a career as a science teacher or in public health.

Her career path took another turn when, as an undergraduate, she began working for a program to help boost minority participation in certain health care professions, including nursing.

She became a strong proponent of the profession. “There are so many things you can do with a nursing degree,” says Curry. “You can go into teaching or practicing. You can work in multiple settings, like the ER or the ICU. You can get into a specialty like pediatrics or oncology. Or you can do research. Every discipline needs a nurse because we are the gatekeepers.”

After graduating college in 2003, Curry briefly considered taking another minority recruitment job at the University of California in Los Angeles, but instead she enrolled in the University of Michigan’s School of Nursing. “Basically, I recruited myself,” she says.

After earning a nursing degree in 2006, Curry received a master’s of science in nursing degree from the University of Pennsylvania in 2009. Now married with a one-year-old son, she is a nursing PhD candidate and is working at a teen health center. Her research interest revolves around how parents with teenagers communicate about sex.

Raines says many second careerists are “very focused about where they want to go.” She recalls a nursing student who came from a human resources job. “She wanted a nursing job in a certain unit, with a certain number of beds,” she recalls.

Helping Others 

Vaneta Condon, PhD, RN, served as director of the Pipeline to Registered Nursing program at Loma Linda University in California, which recruits underrepresented minorities into nursing. She says about 30% of the students already had a college degree in areas such as science, business, and teaching, and some already held jobs before they switched to nursing.

“The biggest reason they give for going into nursing is wanting to spend more time helping people,” she says. Since they already had some life experiences, “they start off as better nurses. They can adapt more readily to a nursing program and working with other people.”

Helping people has been the life work of Suleima Rosario-Diaz, RN, who has been a minister in the American Baptist Church in New Jersey for many years. A few years ago, she decided to get a nursing degree with the goal of performing health care missionary work in other countries.

Rosario-Diaz entered an accelerated nursing program at the University of Medicine and Dentistry of New Jersey. Now age 30 and married, she works as an admissions and discharge nurse at Palisades Hospital in Edgewater, New Jersey, and is working on a master’s degree.

She is still a minister as well as vice president of the New Jersey Chapter of NAHN. “Being a minister helps me to be a better nurse, to show love to people,” she says. “I want to be a calming presence.”

Rosario-Diaz wants to combine her therapeutic education with pastoral counseling. “A lot of religious folks do chaplaincy work in the hospital, but that does not interest me,” she explains. “I want to be hands-on, to be a presence when you are in pain. I am task-oriented, so it’s a great fit.”

Other Experiences 

Minorities have entered nursing from all kinds of walks of life. From the loss of a loved one to an unfulfilling job, inspiration can strike just about anywhere—and the smallest trigger can ignite that spark to become a nurse. Here are four examples to encourage you to make the leap:

Losing a Loved One. Chrispina Chitemerere was a schoolteacher in Zimbabwe before immigrating to the United States.1 She got a teaching job but didn’t like the work, she said in the May 2013 issue of the Elms News. Chitemerere said she found a new calling while taking care of her mother, who was dying of cancer. She became a licensed practical nurse and then enrolled in the Accelerated Second Degree in Nursing Program at the Elms College School of Nursing.

Combining Passions. For nine years, Randi Simpkins taught fifth and sixth grades in elementary school.2 “While I absolutely love the field of education, I knew that there was more for me to learn,” she wrote in an essay that won a Robert Wood Johnson Foundation New Careers in Nursing scholarship last year. “Daily I encouraged my students to pursue excellence and reach beyond their limits. Upon reflection, I was forced to acknowledge that I, myself, had not attained my own goals of academic accomplishment.” She “stumbled upon the opportunities in nursing” and enrolled in the Duke University School of Nursing in January 2012.

Encouraged by Others. When Christine Hernandez’s mother was dying of cancer, a hospice nurse came into their home to care for her and sparked Hernandez’s interest in nursing.3 “She was amazing,” Hernandez told RN Builder.com. “It wasn’t just my mother she was helping but all of us. She was a strength that we just couldn’t have done without.” A few years later, Hernandez worked as a nanny for a dual-physician couple. They encouraged her to get an RN degree, so she enrolled in an RN program at Salt Lake Community College in Utah. Her goal is to work in pediatrics, oncology, or hospice.

Divine Intervention. In India, Binny Varghese earned a bachelor’s degree in human genetics and worked as a researcher in the biosciences.4 But as a child, “I gained a passion to serve others,” he told the Kansas City Nursing News in 2012. After immigrating to the United States for an arranged marriage with an Indian American woman, he decided that nursing was his real calling and entered an accelerated nursing program at MidAmerica Nazarene University in Olathe, Kansas. “When God wants you to do something better, he shows you the way,” he told the paper.

References 

1. Elms College. From Africa to Chicopee, Two Students Earn Second Degree in Nursing. Elms News. May 15, 2013. www.elms.edu/elms-news/from-africa-to-chicopee-two-students-earn-second-….

2. Randi Simpkins. “I believe this about nursing…” essay. Robert Wood Johnson Foundation New Careers in Nursing. August 2012. www.newcareersinnursing.org/scholars/essay-contest/winners/randi-simpkin…

3. G. Jones. Nursing Student Interview with Christine Hernandez. RN Builder. April 11, 2013. www.rnbuilder.com/blog/education/nursing-student-interview-with-christin…

4. Nursing is second career for MNU student. Kansas City Nursing News. 2012. prewww.kccommunitynews.com/kc-nursing-news/30992401/detail.html.

Advanced Degrees and Certifications: What You Need to Succeed

Advanced Degrees and Certifications: What You Need to Succeed

Advanced education and specialty certifications can help minority nurses take their careers—and their ability to improve health outcomes—to a whole new level.

Carmen Paniagua has so many educational and professional credentials after her name that she practically needs an oversized business card to fit them all. In addition to being an RN, she is an ANP (Adult Nurse Practitioner), a board-certified ACNP (Acute Care Nurse Practitioner) and AGACNP (Adult-Gerontology Acute Care Nurse Practitioner), an APNG-BC (Advanced Practice Nurse in Genetics), and a FAANP (Fellow of the American Academy of Nurse Practitioners). She’s also a CPC (Certified Procedural Coder) and a CMI (Certified Medical Interpreter), and she holds MSN and EdD (Doctor of Education) degrees.

“Some people probably look at my CV and think this is just a lot of ‘alphabet soup,’” says Paniagua, a faculty member at the University of Arkansas for Medical Sciences College of Medicine in Little Rock. “But advanced degrees and certifications are more than just a collection of letters. They’re the evidence and recognition of your competence and clinical expertise. They enable nurses to take pride in the accomplishment of advanced practice knowledge and to demonstrate their specialty expertise to both employers and patients.”

Jose Alejandro, president of the National Association of Hispanic Nurses and corporate director of case management at Cornerstone Healthcare Group in Dallas, agrees that it’s what those abbreviations really stand for that counts.

“You can have all the degrees and certifications you want, but it’s the tools you learn from having them that’s the biggest benefit,” says Alejandro, an RN-BC (Registered Nurse-Board Certified), CCM (Certified Case Manager), FACHE (Fellow of the American College of Healthcare Executives), and a MBA who recently earned his PhD. “They give you additional skills and what I call your ‘chops.’ That’s primarily what has enabled me to move up in my career, because I can accomplish things based on more than just having experience.”

Graduation Books

Opening Doors

There are many compelling reasons for minority nurses to pursue graduate education and specialty nursing certifications. Acquiring these credentials opens the door to a wide new horizon of rewarding advanced practice careers and leadership roles—from nursing professor and nurse scientist to nurse practitioner, nurse anesthetist, nurse executive, and more. Furthermore, the Institute of Medicine’s (IOM’s) landmark 2010 report The Future of Nursing: Leading Change, Advancing Health calls for all nurses to “achieve higher levels of education and training” and “attain competency in specific content areas” in order to respond more effectively in today’s rapidly evolving health care environment.

But the IOM report also underscores an even more persuasive reason. Advanced degrees and certifications—or more precisely, the specialized knowledge and skills nurses gain from them—are linked to improved patient outcomes and better nurse-led interventions for eliminating minority health disparities.

“This is a wonderful time for all nurses, and particularly nurses of color, to seriously look at graduate education, because of the millions of uninsured and underinsured people who will now be coming into the health care system as a result of the Affordable Care Act,” says Kem Louie, PhD, RN, PMHCNS-BC, APN, CNE, FAAN, professor and director of the graduate nursing program at William Paterson University in Wayne, New Jersey. “Many of these new patients will be members of medically underserved minority populations. The other issue is that there’s a shortage of primary care physicians. So there’s a tremendous need to increase the number of culturally competent advanced practice nurses who can meet these patients’ primary health care needs.”

Of course, it’s also hard to ignore the “what’s in it for me?” benefits. Becoming certified in an in-demand specialty—for example, emergency nursing, perioperative nursing, critical care, or pediatrics—increases your value to employers. Plus, it’s no secret that many advanced practice (APRN) specialties that require a master’s degree and board certification—such as Certified Registered Nurse Anesthetist (CRNA) and Certified Nurse-Midwife (CNM)—pay substantially higher salaries than the typical staff RN position (see sidebar). In fact, according to the most recent (2008) Health Resources and Services Administration (HRSA) National Sample Survey of Registered Nurses, RNs with graduate degrees earn an average of at least $20,000 more per year than nurses with lower education levels.

But it’s not just about the money, argues Henry Talley V, PhD, CRNA, MSN, MS, director of the nurse anesthesia program at Michigan State University College of Nursing in East Lansing and treasurer of the American Association of Nurse Anesthetists. “Advanced degrees and specialty certifications do increase your earning powers,” he says. “But they also increase your ability to make change happen in health care. They make you an expert in your particular field, and they put nurses on an equal footing with other health professionals.”

Breaking Down Barriers

Minority enrollments in graduate nursing programs have nearly doubled over the past decade, according to the American Association of Colleges of Nursing (AACN). Yet racial, ethnic, and gender minority nurses continue to be underrepresented among the ranks of APRNs and certified RNs—primarily because they’re still underrepresented in the nursing population as a whole. Fortunately, numerous nursing organizations, from AACN to the American Board of Nursing Specialties, are recognizing the need to identify and remove barriers that may prevent nurses from diverse backgrounds from earning the advanced credentials they need to succeed.

Traditionally, one of the biggest challenges in going back to school—for majority and minority nurses alike—is finding the funds to pay for it. And thanks to the current economy, with its skyrocketing tuition rates and burgeoning student loan debt, figuring out how to afford graduate school can be a trickier task than ever. Then there’s the cost of certification examinations, which in some cases can range from about $300–$400 to as high as $725 for the CRNA exam. But even though finances can be a formidable obstacle, they’re not an insurmountable one.

“What I have personally observed is that our potential minority nursing students are much more hesitant to take out loans and incur debt than majority students,” says Courtney Lyder, ND, ScD(Hon), GNP, FAAN, dean and professor at UCLA School of Nursing. “And what I tell them is: Nurses make good salaries. Compared with other academic disciplines, the compensation in nursing makes it one of the few professions in which you can actually pay off student debt in a timely manner.”

“One of the benefits of coming to graduate school now is that there are still scholarships and federal financial assistance programs available,” adds Louie, who is also the founding president of the Asian American/Pacific Islander Nurses Association. She cites HRSA programs like the National Health Service Corps, which provides scholarships for nurse practitioner and nurse-midwife students in return for a commitment to practice in a medically underserved area for at least two years after graduation, and the Nurse Faculty Loan Program, which forgives 85% of student loan debt for RNs who complete a graduate degree at a participating school and agree to serve as full-time nursing faculty.

Talley and his wife, a Clinical Nurse Specialist (CNS), recently conducted research examining some of the other factors that impede minority nurses from pursuing advanced degrees in general and nurse anesthesia degrees in particular. Lack of knowledge about APRN and specialty nursing career paths is another big barrier, he says.

“There are still people of color out there who have just not had the exposure to these career options,” Talley explains. “Nursing specialties have to get the message out to them about these opportunities and what the requirements are. Nurses need to know early on that they will want an advanced degree, because the key to opening that door will be how well they do in their undergraduate studies. Otherwise, they’ll find out about advanced practice specialties later in their BSN programs and decide ‘I want to do that’ when their GPAs will not support it.”

But Alejandro believes that perhaps the hardest hurdle for minority nurses to clear is the surprisingly common “fear factor.”

“It’s the fear of failure, fear of the unknown, fear of whatever,” he says. “I tell all the students I mentor: ‘The very first barrier you have to overcome in pursuing any advanced education or any certification is removing that fear.’ In my case, once I was over that fear, I was able to ask questions. If I didn’t understand something in a particular class, I went ahead and asked classmates who understood it a little better.”

Starting the Journey

So you’ve decided it’s the right time to return to school, earn an advanced degree, and chart your course toward a fulfilling specialty nursing career. Congratulations! But where do you start? How do you choose which graduate program to apply to? And what type of degree should you go after? Is a terminal master’s enough or will you need a doctorate?

Lyder, who made history by becoming the first male minority dean of a school of nursing in the United States, as well as the first African American dean at UCLA, says it all boils down to answering one basic question: What do you want to do?

“Find your bliss,” he advises. “Is it pediatrics, geriatrics, psych/mental health, administration, nurse-midwifery, nurse anesthesia? Once you’ve figured that out, the next step is to identify schools in your community that may have those programs. Then, contact those schools and schedule a time to talk with the admissions counselors—and I don’t mean an e-mail—to see if this is something you really want to pursue. Also, try to find an opportunity to shadow someone who’s in that role. Identify that CRNA or that psychiatric nurse practitioner and say, ‘Can I shadow you for a day to get a sense of whether this is what I want to do?’”

Getting over the fear of speaking directly with admissions officers or the graduate program director to get the facts you need to make well-informed decisions about a school is key, Louie emphasizes.

“You have to tell yourself, ‘Just pick up the phone,’” she says. “Graduate programs in nursing are competitive and some of them can be very daunting. But I find that I have to invite students to talk to me, to ask me, ‘What support services are available? Tell me about the admission requirements. Help me through the application process.’”

As for what kind of advanced degree to get, once again it all depends on your goals.

“Some nurses are confused about advancing their education. They think they all have to be PhDs,” says Paniagua. “Well, if you’d like to be a nurse researcher, then a PhD is fine, because it’s primarily a research-focused doctorate. But then there are other avenues. You can get a doctorate in nursing practice (DNP), which is a professional practice degree, or you can get an EdD, which is an education-focused doctorate. So if you’re planning to have a career in academia, you should pursue either an EdD or a PhD. If you’re planning to practice or to work in the clinical setting, you should get your DNP. Or you can just get a master’s degree [in your specialty area of interest, such as an MBA or an MSN in nursing informatics].”

Above all, the most important thing to consider when shopping around for a graduate program is finding one that’s the right fit for your specific needs—both academic and personal.

“You need to make sure that your value system is in sync with the mission and vision of the institution,” Lyder says. “For example, here at UCLA we are a research-intensive school of nursing. Our professors infuse research and evidence-based practice into every course, every lecture, everything they do. If that’s not the type of learning environment you want, then this isn’t going to be a good match for you.”

Louie recommends investigating different program formats to find options that will accommodate what she calls “your life needs.” For instance, if you have to keep working at your job while going to school, or you have young children or other family obligations, the traditional full-time, brick-and-mortar campus model may not work for you. “You need to know that there are online programs, there are blended online/on-campus programs, there are part-time and weekend programs,” she says.

Another alternative worth exploring is the accelerated (fast track) format. These programs include RN-to-MSN—also known as a Master’s Entry Program in Nursing (MEPN)—which bypasses the traditional BSN degree, and BSN-to-PhD, which bypasses the master’s. Their greatest advantage is that they enable nurses to earn graduate degrees more quickly and earlier in their careers. However, because the accelerated time frame makes the academic workload extremely intensive, these programs aren’t for everybody.

Taking the Plunge

Achieving the advanced degrees and certifications that will boost your career to a higher level can be an arduous process. But all the nurse leaders interviewed for this article agree that the rewards are worth it. In fact, with the right preparation, the right program, and strong support networks (family, friends, faith, colleagues, mentors, and minority nursing associations), it might just be easier than you think.

Talley offers this advice: “Don’t be afraid to take the plunge. I think sometimes we [minority nurses] doubt ourselves, and there’s no reason to. Believe in yourself, have faith in yourself, and don’t let anyone interfere with your dreams.”

Nursing Pharmaceutics: Educating Toward Safer Pharmaceutical Care

Nursing Pharmaceutics: Educating Toward Safer Pharmaceutical Care

When Felicia Menefee, RN, NP, ACNS, recruited patients for the landmark African-American Heart Failure Trial (A-HeFT), little did she know that the study would yield such positive results for them—or future patients.

Since African Americans with advanced left ventricular heart failure do worse than Caucasians in all phases of this condition, scientists wanted to see if adding a potent nitrate-vasodilator-duo to their standard therapy would make a positive difference in their symptoms, hospitalizations, and daily activities. What was the target of this National Institutes of Health study? A fixed-dose combination of isosorbide dinitrate (ISDN) plus hydralazine (HYD).

When researchers discovered that patients on the drugs indeed functioned better clinically than previously (some even energized enough to exercise), they halted the blind study prematurely. In doing so, they also handed the US Food and Drug Administration (FDA) enough data to demonstrate that survival and quality of life indeed increased, while hospitalizations decreased, on the medications. The FDA approved ISDN/HYD in June 2005 for heart failure therapy in blacks.

A-HeFT is just one of a myriad of NIH- and industry-sponsored drug and device trials Menefee has participated in during her 17 years as a nurse practitioner with Kansas City-based St. Luke’s Cardiovascular Consultants. Staffed by 48 cardiologists, many of whom are tied to academia, the practice provides ample opportunity for her to participate in clinical studies.

“Research is extremely important in advancing medicine,” she says. “Without it, health care stagnates. But with drug and other studies we can improve care. Sometimes a trial’s results are negative; sometimes they’re positive. But we won’t know unless we do it.”

 

Primed for Drug Studies

Perhaps you have the same curiosity as Menefee in advancing new pharmaceuticals or expanding indications for existing ones. What role can you play to help develop the next cutting-edge prescription or the newest use for an over-the-counter standard?

Truth is that unless you’ve piggy backed your nursing experience onto another degree—perhaps pharmacy, biochemistry, or medicine—your contribution likely won’t be in a drug company (or academic center) laboratory. Pharmaceutical scientists involved in the discovery or refinement of new medications typically bring masters and PhDs in the hard sciences to a company’s research and development function.

But that doesn’t mean your experience isn’t valuable. Clinical knowledge, critical thinking skills, and caregiver intuition can be a perfect match for other positions directly impacting medications. In fact, by parlaying and building on your background, you can ensure that what scientists produce in the laboratory is both safe and efficacious in real people. Whether you’re coordinating clinical drug trials in a patient setting, fielding adverse events for a pharmaceutical company, or playing another role, you can find a rewarding frontline niche.

As Sherry Banez-Muth, RN, manager of coordinating services, Center for Clinical Studies, Washington University School of Medicine, St. Louis, observes: “It’s definitely satisfying when you see people taking a new treatment that may be life-changing. It’s a good feeling to say, ‘Wow, I contributed to this.’”

 

Coordinating for Results

            The good news for nurses and nurse practitioners is that you don’t have to stray far from a patient setting to be part of the drug development process. Once scientists have tested their hypothesis to determine that a preparation developed in the lab may indeed help with a specific indication, the scene shifts to the FDA for a human study protocol approval. When the regulatory agency is on board, sponsors can enlist multiple clinical trial sites—health systems and large medical practices—for the Phase I to IV (and post-marketing) human studies.

Much of the work at those locales rests with nursing professionals, point people in the day-to-day operations of a drug trial. As clinical research or study coordinators, they juggle multiple tasks in making the protocol work. They not only train supporting cast members to find, screen, enroll, monitor, and collect data on participants, but they’re often on board from the onset, helping principal investigators prove that a health provider has what it takes—in experienced staff, adequate space, and access to the right patient demographics—to move a protocol forward.

As a director of clinical research for the Dallas-based Baylor Health Care System, Jennifer Thomas, RN, BSN, MS, CCRC, works side-by-side with investigators, first reviewing potential drug or device trials to ensure that they’re a good fit both financially and clinically for the institution. Thomas had her nursing skills tucked neatly under her belt when she earned a clinical research administration masters to even the negotiating playing field with sponsors over start-up costs and other numbers. “It helped me look at the bigger picture,” she says. “I’m better able to account for everything we need to do to go into a trial.”

Although Thomas no longer conducts individual studies, her imprint is widespread since she provides education and other resources to 40 professionals who manage from 70 to 100 investigational drug, device, and prevention studies, covering a multitude of conditions from diabetes to transplant research. She makes sure others are knowledgeable about a particular study and ready to conduct it according to regulations and good clinical practice.

That means becoming familiar with all aspects of the protocol, a regulatory document that can range from a mere 20 pages to a 500-page tome. It covers every possible nuance, from the hypothesis and research behind the drug to the goals, criteria, and requirements for participation. Whether the information is gleaned from principal investigator meetings, in-service tutorials, or other sources, mastering the fundamentals and logistics of a protocol is critical in running it correctly and consistently with other centers so results are valid.

“If there are too many variations, the sponsor can’t tell what’s causing a problem,” says Lynn Fukushima, RN, MSN, FNP, MBA, CCRC, nurse coordinator for the Keck Medical Center of the University of Southern California. “Is it the proposed medication itself or something else? We have to be very meticulous in our record-keeping so there’s no doubt.”

Fukushima wears many research hats in navigating drug studies related to cystic fibrosis and other pulmonary or lung diseases. For starters, she also helps her physician-colleagues determine if a clinical drug trial is appropriate by submitting information to the institutional review board for an up-or-down decision. Because her job includes budgetary tasks, she earned a health care administration MBA to better grasp the financial implications of a study.

In terms of each protocol, Fukushima sometimes works alone, organizing all aspects of a study, while other times, she’s coordinating with staffers. Whatever the case, her patient involvement changes with each trial stage. Phases I and II, for instance, can be intense since researchers are looking closely at efficacy and safety. She may see subjects weekly, daily, or even several times a day for blood draws and other procedures. During phases III, IV, and post-marketing, the individual interaction diminishes since sponsors are no longer tracking efficacy, but safety in an expanded universe of patients.

Whatever the stage, the paper chase with a clinical drug trial demands the kind of attention to detail and familiarity with medical jargon and charts that usually fit nursing professionals to a T. The skills you’ve likely established in training and honed in practice can provide an important cornerstone for managing the administrative and patient-contact components of any given study. But it’s also the ability to stay up-to-speed, think outside the box, and respond with on-the-spot analysis or critical thinking that’s important. Each protocol is replete with guidelines, but you still need to accommodate new information and unexpected turns-of-events.

In managing a support service unit for principal investigators throughout Washington University School of Medicine, St. Louis, Banez-Muth is used to the structured training and continuing education necessary to get a trial up, running, and producing valid results.

Of the 35 to 40 active NIH- and industry-sponsored studies she and her seven coordinators target at any given time, the phase II to IV drug trials represent a spectrum of urological and gastrointestinal targets. Whether Banez-Muth is personally managing a trial for a principal investigator or overseeing the work of others, she not only has to be organized but nimble on her feet. “As black-and-white as you would like things to run, it’s never that way. There’s always one patient who falls outside the box,” she says. “When that happens you want to make sure that you’re doing what you can to keep this person safe during the protocol.”

 

From Tuskegee to Transparency

Indeed, beyond data integrity, the primary task of nursing professionals involved in a clinical drug trial is to protect the subjects they seek, find, vet, enroll, and follow. From the moment coordinators scan medical records, tap health care providers, or reach into the community to find subjects, their focus has to be on complete honesty and concern about someone’s health and well-being.

That wasn’t always the case, given this country’s sometimes chilling research history, especially in regards to minorities. The infamous Tuskegee syphilis experiment, for instance, may have started in 1932 to chart the progression of an untreated sexually transmitted disease in black sharecroppers. Yet, by the time it ended in 1972, it had put hundreds of them at medical risk because US public health scientists and their local physician-partners withheld what had become standard-of-care treatment: penicillin. Even decades after whistleblowers shut it down, Tuskegee has left an indelible mark, particularly among African Americans.

Thankfully, clinical trials today are light years from Tuskegee, not just in terms of bioethical standards but also in practical safeguards. Study coordinators can point to a drug process so rigorous and regulated by the sponsor, the FDA, institutional review boards, and other agencies that safety rules at every turn. Patients are monitored so closely with high-tech imaging and other services that care often exceeds what they receive nominally from their personal physicians. “The wonderful thing about research is that you get excellent follow-up care,” says Menefee. “It can be a very special opportunity for participants.”

But nurses must be both transparent and on their toes in engaging candidates with a medical history that matches a given protocol. Informed consent is the primary tool they hold in their quiver to ensure that every enrollee understands every relevant specific—possible risks, benefits, and commitments—of a given study. But in outlining the parameters, they also target their rights. Distilling the caveats is important for every clinical trial, especially those that demand much of a participant, perhaps even an invasive procedure, with no guarantee of positive results.

In fact, making promises that someone will receive an active ingredient or that it will work with no side effects, is a trial taboo. The only guarantees nursing professionals should be sharing with their enrollees are that they’ll be good patient advocates, pursuing everything possible to ensure a safe experience. That includes collecting vital signs and good data with each office visit, addressing any side effects or adverse events, and keeping everyone, including a patient’s personal physician, apprised of important changes. As one coordinator notes: “You’re asking people to participate in a clinical trial from which they may or may not derive any benefit. So establishing trust and rapport is important.”

Whatever the specifics, vetting presents a great opportunity for minority nursing professionals to convince fellow patients of color that their participation in a study is critical. Given your own sensitivity to the cultural mores and concerns of a community, you can be a key link in dispelling any myths about drug research while bringing volunteers into the fold.

In engaging her enrollees, Thomas, for instance, makes sure they know that they’ll never be asked to sign on to a Baylor study without someone reviewing every paragraph of the consent form with them. More importantly, if it’s not a good fit, they can leave at any time. “I understand the sensitivity among African Americans enrolling in research studies,” she says. “Hopefully I can educate them so they have a good understanding and they’re willing to say, ‘OK, I will participate in this.’”

Similarly, when Judith A. Rivera, MSN, recruits subjects for both NIH- and pharma-sponsored memory trials, her goal is to find an ethnically diverse pool of people when the study merits it. As a Latino nurse practitioner and principal study coordinator for the University of California-San Diego’s Comprehensive Alzheimer’s Program, Rivera is well aware that dementia is a serious health issue among minority, as well as majority, Americans. Unfortunately, in some ethnic communities memory loss is often dismissed as simple aging rather than a potentially serious disease.

But by targeting culturally and racially diverse subjects for a slew of drug and other studies related to memory, researchers at her institution are giving vital information to pharmaceutical companies about all of the people, not just Caucasians, who might need their products. More importantly, they’re also raising awareness among enrollees about the potential pharmaceuticals—albeit under study—that might help them remain active and functioning. “We want them to be as independent as possible for as long as possible.”

 

Monitoring for Safe Outcomes

Making sure that a participant isn’t compromised during a drug trial is an important part of realizing any positive results. From phase I to post-marketing, nursing professionals are not only helping patients navigate the terrain of a protocol, but they’re also gathering information about a drug’s safety and effectiveness.

Detecting and forwarding potential problems to a sponsor is a natural for nursing coordinators since their training and frequent interactions often give them a pulse on what people are experiencing. “Some nurses have a sixth sense about how a patient is doing,” Fukushima says. “If they see a frown on a face or hear unusually short answers, they may be a little more aggressive in investigating the cause.”

But overseeing a clinical trial isn’t the only way to determine if a drug is working well or not so well in a patient. In fact, many nurses are finding satisfying ways to use their critical thinking and detail skills in other research-related venues. From pharmaceutical companies to clinical research organizations (CROs) and other patient service firms, prospects abound for managing and monitoring trials as well as educating and tracking subjects. Besides sales and marketing functions to promote approved products further down the line, the activity usually centers on making sure medications aren’t hurting users.

As a clinical safety specialist for GlaxoSmithKline’s (GSK) Global Clinical Safety and Pharmacovigilance Division, Shannon Hart Anderson, BSN, RN, JD, also manages adverse event reports—unexpected and potentially harmful reactions—for a bevy of pharmaceuticals bearing the GSK imprimatur. From over-the-counter remedies to prescriptive medications, her potential targets include therapies for a wide spectrum of benign and serious diseases. “We’re like the safety police,” she says, “We have to make sure that our products aren’t harming the public.”

From her berth in GSK’s US headquarters located in Research Triangle Park, North Carolina, Anderson processes initial complaints from consumers, health professionals, sales reps, and even the FDA. She then collects follow-up information, which is entered into a safety database that serves as grist for further investigation as well as the regulatory agency reports she also must prepare. To capture the most accurate information possible, Anderson routinely relies on the logical reasoning, problem-solving, and even communication and advocacy skills she’s honed as both a nurse and an attorney.

But the most important roadmap may be the positions she’s held previously with CROs, outside firms hired by a pharmaceutical company to provide a wide range of support services. That may include managing the day-to-day operations of a drug study or even serving as an outside monitor, making sure that each site follows a protocol correctly and meets FDA standards. In honing the pharmacovigilance skills she now uses at GSK, Anderson mastered the nuances of adverse event reporting and the importance of being detail-oriented as a drug safety scientist. “We need to know the ins and outs of what happens,” she says, “so that we can look for trends that may prompt us to change our label or even our product.”

Likewise, as a diabetes-musculoskeletal medical professional for Indianapolis-based Eli Lilly and Company, Marla Neal, RN, BSN, MHCA, educates health professionals about drugs and devices that may help their patients. When physicians and other practitioners pose questions of the sales force, she’s tapped to provide the definitive answer. Neal accesses every possible database and medical professional to respond to each request. She also updates sales members about current clinical trials while helping them understand how each Lilly product impacts a disease process.

But it’s her other priorities—capturing accurate information about unexpected side effects and product complaints—that really tap her nursing skills. “Oftentimes patients don’t even realize that they’re having an adverse event,” she says. “So I’m very diligent about asking the direct questions and picking through the subtle conversation for clues. It’s critical for making sure that our drugs are really improving the lives of our customers.”

Adds Shannon Bradley, RN, a telehealth nurse educator and team lead for The Lash Group, a Charlotte, North Carolina-based patient services support company: “When you’re speaking to someone on the phone, you need to ask the right questions because people don’t always come forth with information on their own. You have to help them identify what’s important.”

Bradley is the nursing voice on the other end of the line when patients, pharmacists, and other health care professionals make contact with her company’s Dallas office, usually by dialing the “800” reporting number on a medication’s packaging. Using her clinical intuition, honed as a hospital neonatal intensive care unit and trauma nurse, she collects and reports adverse events linked to medications manufactured by one of her firm’s pharmaceutical company clients. It’s a varied list, from digestive and fertility drugs to oncology and neurology medications.

But her primary role is often to educate and support patients in staying the course with their medication. For no matter how many drugs move from clinical trial to market, they aren’t effective if they’re not taken according to directions. “We want them to understand,” she says, “the significant impact medication compliance has on their therapy outcome.”

 

Reaping Rewards: Better Health and Other Benefits

Besides bedside nursing, there may not be a better way to use your skills and intuition than in drug development. You might not be the academic researcher or laboratory scientist behind a preparation, but you can help bring a drug the final distance via other roles. Truth is, by participating in the process once it involves ordinary people, you’re witnessing cutting-edge medications making dramatic differences in the quality of real lives. A grandmother who couldn’t comb her hair or walk without a cane before an arthritis drug trial, for instance, performs both tasks eight months into it. A grandfather who couldn’t play with his grandchildren now travels across country to romp with them.

As to Menefee, the landmark A-HeFT trial left her with many good feelings about being a co-investigator in the drug improvement process. Even though she didn’t place many African Americans in the trial, the protocol has worked so well since that now whenever a black heart failure patient in her practice meets the medical criteria, she prescribes ISDN/HYD to optimize their other meds. She hasn’t been disappointed yet.

The medication duo not only gives her more options in extending quality of life, but also serves as proof that research works. Every trial success, as well as every study failure, just reinforces her belief in the benefits of being part of the process. “Before a drug is even approved, I already know something about it,” she says. “So when it’s brought to market, I don’t need a sales rep to tell me how great it is. I know because I’ve already been involved with it. I’ve seen it work!” MN

 

Running the Gauntlet

The lengthy and complicated process of moving a drug to market is broken down into various phases. After a pre-clinical development stage during which animal and other laboratory tests have proven that a product is initially safe, the emphasis shifts to human or clinical trials. Although most drugs never reach that stage, the ones that do undergo a rigorous process in winning FDA-approval.

           Phase I: A drug is tested on 20 to 80 healthy volunteers not only to see if it’s initially safe but also to determine the most frequent side effects.

•           Phase II: If the drug hasn’t produced unacceptable levels of toxicity during the first phase, it’s tested in a few dozen to 300 subjects with the condition or disease to obtain preliminary data on how well it’s working.

•           Phase III: If a drug demonstrates a good level of effectiveness, it’s tested in an expanded pool of subjects, from several hundred to about 3,000, to see how it works with different dosages, populations, and in combination with other drugs.

•           Phase IV and other post-marketing studies: Conducted after the FDA has approved a given drug, these trials are used to gather additional information about safety, efficacy, and even other uses.

 

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