Methods: This presentation describes findings from three cohorts (n=53) of Fellows between 2017 and 2019. Curricular outcomes were evaluated 6-months post-Fellowship using an open ended survey and focused interviews. Personal attributes were assessed pre- and post-Fellowship using standardized scales including the Integrative Medicine Attitude Questionnaire (IMAQ), Arizona Integrative Outcomes Scale (AIOS), Connor-Davidson Resilience Scale, Arizona Lifestyle Inventory, and Bandura-style self-efficacy inventories.
Results: Curricular outcomes: 1) design and implementation of concept-based pre-licensure and graduate curricula in alignment with Kreitzer & Koithan’s (2019) six integrative nursing principles; 2) application of complex adaptive systems thinking across didactic and clinical settings; 3) modeling person-centered, relationship-based approaches to teaching/learning, mentoring, and clinical practice; and, 4) integration of self-care modalities within curriculum and across settings. Personal attribute outcomes: A paired samples t-test was conducted on Fellows’ self-reported attitudes, knowledge, and skills surrounding integrative nursing as well as personal resiliency. Significant results (p < .05) included 1) an increased depth of knowledge about integrative nursing content, t(17)=-1.64, p = .002; 2) lifestyle improvements specific to the domains of stress and relaxation, t(17)=-3.04, p = .007; 3) increased empathy, attentiveness, and relationship-centered interactions, t(17)=-2.43, p = .026; and 4) overall improvement in physical, mental, emotional, social, and spiritual wellbeing, t(17)=-3.80, p < .001. Fellows who successfully completed all Fellowship requirements earned 164 hours of continuing nursing education contact hours.
Conclusion: The need for professional development in this area is significant and requires nurse educators who are proficient in developing, implementing, and evaluating curricula based on complex adaptive systems pedagogy while also modeling integrative care delivery. Developing teaching-learning strategies based on integrative nursing challenged existing frameworks and created pedagogical change. Immersion in the INF was an effective strategy for improving the personal attributes and resiliency of nurse educators, which is relevant to the compassion fatigue phenomenon among healthcare providers, as well as the shortage of nurse educators nationally. Integrative healthcare expertise is called for as we move into an era that requires nurses to utilize their full repertoire of skills to meet the demands of increasingly complex healthcare challenges and systems.