Below you will find current sample articles and presentations published in collaboration with the Versant Center for the Advancement of Nursing.

Publications

• Trepanier, S., Yoder-Wise, P. S., Church, C. D., & Africa, L. (2021). Nurse Leaders' Assumptions and Attitudes Toward Residency Programs for New Graduate Nurses. Nursing administration quarterly, 45(1), 26-34.
• Sherman, R. O. (2020). Interview with Larissa Africa, MBA, BSN, RN. Nurse Leader.
• Shinners, J., & Deasy, P. (2020). Nurse Residency Immersion: Moving from a Predetermined Length to Competency-Based Validation. Journal for Nurses in Professional Development.
• Shinners, J., Africa, A., & Meyer, D. (In press). The NPD role in fostering professional development, leadership, and academic progression for new graduate RNs. Journal for Nursing Professional Development.
• Shinners, J., & Panick, L. (2020). Welcome! The Importance of Socialization During Transition. The Journal of Continuing Education in Nursing, 51(5), 200-202.
• Shinners, J., & Graebe, J. (2020). Continuing Education as a Core Component of Nursing Professional Development. The Journal of Continuing Education in Nursing, 51(1), 6-8.
• Shinners, J., Harper, M. G., & Dolansky, M. A. (2019). Creating the Optimal Clinical Learning Environment. The Journal of Continuing Education in Nursing, 50(11), 485-489.
• Shinners, J. S., & Africa, L. (2019). The Construction and Validation of a Self-Efficacy Instrument for New Graduate Nurses in a Transition to Practice Program. Journal of nursing measurement, 27(2), E107-E116.
• Shinners, J., & Dickerson, P. (2019). 2019 Continuing Education and Professional Development: Important Milestones. The Journal of Continuing Education in Nursing, 50(12), 534-536.
• Africa, L., & Shinners, J.S. (2019). Tracking medical errors and near misses in the new graduate registered nurse. Nursing Forum. 1–3.
• Shinners, J. S., & Africa, L. (2019). The Construction and Validation of a Self-Efficacy Instrument for New Graduate Nurses in a Transition to Practice Program. Journal of Nursing Measurement, 27(2), E107-E116.
• Shinners, J. (2019). Will New Graduate Nurse Residencies Be a Mandate of the Future? The Journal of Continuing Education in Nursing, 50(8), 341-344.
• Shinners, J., Africa, L., Deasy, P., & Franqueiro, T. (2018). The Married State Approach to Precepting. The Journal of Continuing Education in Nursing, 49(11), 514-518.
• Africa, L. M. (2017). Transition to practice programs: Effective solutions to achieving strategic staffing in today's healthcare systems. Nursing Economics, 35(4), 178.
• Mainous, R. O., Trepanier, S., Shinners, J., Smith, S. J., & Edwards, S. (2017). Differences in Knowledge Base at First Registered Nurse Employment Following Introduction of a Focused, High-Fidelity Simulation in a Baccalaureate Program. Nurse Leader, 15(3), 184-188.
• Franqueiro, T., King, M., & Brown, D. (2017).  Transforming the workforce from individual to collective competence.  The Journal of Continuing Education in Nursing, 48(10), 440-441. 
• Shinners, J., & Franqueiro, T. (2017). Individual and Collective Competence. The Journal of Continuing Education in Nursing, 48(4), 148-150.
• Shinners, J. & Franqueiro, T. (2017). The NPD Practitioner and Preceptor Role Development. Journal for Nurses in Professional Development 33(1). 45-46.
• Trepanier, S., Mainous, R., Africa, L., & Shinners, J. (2017). Nursing Academic–Practice Partnership: The Effectiveness of Implementing an Early Residency Program for Nursing Students. Nurse Leader, 15(1), 35-39.
• Shinners, J., Africa, L., & Hawkes, B. (2016) Debriefing as a Supportive Component for RNs in Transition. Journal for Nurses in Professional Development, 32(4), 212-218.
• Shinners, J., Alejandro, J. A., Frigillana, V., Desmond, J., & LaVigne, R. (2016). Quality Improvement: Creating a Float Pool Specialty within a New Graduate Residency. MEDSURG Nursing, 25(2), 1-5.
• Shinners, J. S., & Franqueiro, T. (2015). Preceptor skills and characteristics: considerations for preceptor education.Journal of Continuing Education in Nursing, 46(5), 233-236.

Presentations

• Africa, L. (2020). Bridging the Academic-Practice Gap: A Student Nurse Capstone Partnership. Podium presentation at the 31st International Nursing Research Congress, Abu Dhabi, United Arab Emirates
• Shinners, J. (2019). Essentials of a Nurse Residency Program. Podium session presented at St. Anselms annual Nurse Educator conference. North Falmouth, MA
• Shinners, J., Dickerson, P., Graebe J., Hastings, D. & Angelini, D. (2018). Looking to the Future: Awarding Credit for Outcomes Based Continuing Education. Panel presented at Association for Nursing Professional Development (ANPD) annual conference. Orlando, FL
• Africa, L. (2018). RNs in Transition: Highlights of a New Graduate Residency. Podium presentation at the 2^nd Annual Nursing Science Conference. London, United Kingdom
• Africa, L. (2018). Bridging the Academic-Practice Gap: A Student Nurse Capstone Partnership. Poster presentation at the 2^nd Annual Nursing Science Conference. London, United Kingdom
• Shinners, J. & Wackler, T. (2017). Transforming Practice Transition with an Academic-Practice Partnership. Poster presented at Association for Nursing Professional Development (ANPD) annual New Orleans, LA
• Shinners, J., Africa, L., Mainous, R., & Trepainer, S. (2016, October). Bridging the Academic-Practice Gap: A Student Nurse Capstone Partnership. Podium session presented at Professional Nurse Educators Group (PNEG) annual Columbus, OH.
• Shinners, J., Bishop, P. & Wackler, P. (2016, October). Transition to Practice: Education Strategies for the Gen Y New Graduate. Podium session presented at Professional Nurse Educators Group (PNEG) annual Columbus, OH.
• Shinners, J. (2016, July). NPD Scope & Standards: Defining Opportunities for Leadership Development. Podium session presented at Association for Nursing Professional Development (ANPD) annual Philadelphia, PA
• Shinners J. & Deasy, P. (2016, June). Essentials of a Nurse Residency Program. Podium session presented at St. Anselm College 24^th Annual Conference for Nurse Educators. North Falmouth, MA
• Shinners, J. & Africa, L. (2015, October). Using National Criteria as a Roadmap for Transition-in-Practice Design. Podium session presented at Professional Nurse Education Group (PNEG) annual Indianapolis, IN

To achieve its mission, Vcan^® attracts, supports and sponsors research projects that demonstrate the link (directly or indirectly) between improvement of patient outcomes and the improvement of nursing education and training, and development of professional, sustainable nursing organizations.

Why collaborate with Vcan?

For students and academic researchers, the opportunity to:

1. Collaborate with hospital-based healthcare organization.
2. Contribute to the service community in a new way.
3. Apply their research expertise to a real-world nursing problem, to move beyond the regular confines of the university setting.

For nurses and other leaders in hospital-based healthcare organizations, the opportunity is to:

1. Collaborate with resources that increase their capacity to conduct research.
2. Demonstrate the effectiveness of their residency investment.
3. Showcase their organization as a national “thought leader” through publication and podium presentations.

Vcan believes that talent and shared vision is not enough. In fact, healthcare in general, and the nursing profession specifically, is full of talented individuals who share a common vision – safe, quality and efficient patient care delivery. Even more so, the vision includes safe, quality and efficient patient care that is repeatable, consistent and sustainable. But current academic-practice challenges can create a disconnect and misalignment within and between service and academic organizations. This has resulted in work strategies rampant with waste and very little advancement for the profession of nursing. To move beyond this roadblock dilemma, Vcan provides the data and support for project development. Vcan believes that it is only through an aligned team vision that the capacity to create the results will drive the advancement of nursing. Vcan welcomes scholars and researchers looking for data in the area of RNs in transition. This includes new graduate RNs, RNs moving from one area of practice to another, and Advanced Practice RN Fellows. It also includes data for Preceptor Role Development, Mentoring and Debriefing, and Performance Gap Analysis. Based on the individual’s interests, Vcan will provide access to the Versant National Database. Currently, Versant is using the following metrics:

Below you will find a sample selection of current student research utilizing Versant Center for the Advancement of Nursing data for their publication.

• Emily Jestes, DNP, RN, CNL. Texas Health University Health Science Center

Looking Beyond: A retrospective exploratory analysis of leadership within a nurse residency program

• Gina Reid Tinio, PhD, MS, MPH, RN- BC. University of Illinois at Chicago

Retention of Our New Graduates: One on One Versus Group Mentoring- Does It Really Make A Difference?

• Rosemarie Van Patten, PhD, RN. Capella University

Mentorship, preceptors, and debriefing: Quintessential support for new nursing graduates in transition

• Cory Church, PhD, RN-BC. Texas Women’s University

Analyzing the intricacies of organizational commitment in nurse residents

• Felecia S. Williams, PhD, RN East Carolina University

Influence on transition to practice outcomes among new nurses

Vcan® is committed to demonstrating that patient and organizational outcomes are enhanced when nurses are better educated, developed, and prepared to deliver care. To evidence this commitment, Vcan® is developing a world-class, national research hub to advance nursing science by evaluating nurse’s contributions to: 1) Patient safety, 2) Organizational capacity-building, 3) Sustainability of organizations, and 4) Economic success, conceptualized by the acronym POSE.

In 2016, Vcan® entered into a partnership with East Carolina University College of Nursing (ECUCON) by providing a grant to Drs. Elaine S. Scott and Melvin S. Swanson for the purposes of collaborating to formulate meaningful research strategies, manage a longitudinal Versant new graduate nurse (NGN) database, and articulate and sponsor relevant mission-driven research. Through this partnership, ECUCON will provide data management strategies, research design assistance, instrument evaluation, and oversight of Vcan® research awards.

ECUCON will facilitate the work of Vcan® by: (a) providing thought leadership and a core set of research resources for Vcan®; (b) building a research infrastructure that enhances coordination and provides comprehensive oversight for internal and external research; (c) offering internal and external consultation on research topics, design, instrument selection and methodological choices; (d) managing all external Vcan® funding and scholarship initiatives for research; (e) evaluating the applicability of research perspectives from other profession to nursing; and (f) supporting publication and presentation of evidence and findings that voice the value of nursing.