Sandie G. Nadelson

Bio: Sandie G. Nadelson is an academic researcher from University of Central Arkansas. The author has contributed to research in topics: Nurse education & Competence (human resources). The author has an hindex of 3, co-authored 6 publications receiving 20 citations. Previous affiliations of Sandie G. Nadelson include Utah State University.

In Search of the Right Book: Considerations in Common Read Book Selection

Abstract: College and university adoption and use of books as common reads has increased over the last several years (American Library Association, 2003; Ferguson, 2006). The growing popularity has also brought to light significant variations in how colleges and universities select and use common read texts. In some higher educational institutions, one tome is selected for all freshmen to read and discuss primarily during the initial orientation program; such programs are often referred to as freshman read or first-year read. Other institutions adopt a common read, campus read, or one book program, which involves selecting a book for the entire campus to read and discuss throughout the academic year (Laufgraben, 2006). Regardless of how common reads are selected, implemented, or what they are called, there are a variety of goals that are consistent among common read practices. This article focuses on a discussion of several variables to consider that increase the chances of a successful common read program.Purpose of Common ReadsBoff, Schroeder, Letson, and Gambill (2007) contended that common reads can be used to foster students' exploration of values and ethics, increase awareness of cultural diversity, deepen feelings of being part of a community, and integrate social and academic campus experiences. In addition, reading books not directly associated with homework has been found to encourage students to enjoy reading and read more for both pleasure and learning (Mallard, Lowerty-Hart, Andersen, Cuevas, 8f Campbell, 2008; Paulson, 2006; Twiton, 2007).Selecting a book that is enjoyable, challenging, and engaging stirs the intellectual minds of young adults; integrating such books into a wide range of curricula can be a complex process (Fister, 2007). Finding the right book is therefore critical for assuring the worthwhile investment of time and money as well as for the desired and anticipated levels of learning. Thoughtful consideration of the variety of goals, criteria, and levels of investment associated with common reads is necessary to assure the choice of the right book (Twiton, 2007). We assert that a framework created to explain and foster student development can be extremely useful for guiding the creation of a structure for selecting a common read and for evaluating the success of a common read program.Theoretical Framework: Student DevelopmentChickering and Reisser (1 993) have developed an ideal framework to use as a guide for selecting a book and for explaining the learning, intellectual growth, and emotional growth associated with common reads. While individuals attend higher educational institutions, they are likely to experience growth in seven different areas, called "vectors" (Chickering & Reisser, 1993). The seven vectors include developing competence, managing emotions, becoming comfortable with dependency on others, establishing identity, developing purpose, and developing integrity. The progression of development along the vectors is influenced by a range of variables internal and external to the student. The learning activities associated with common reads are likely to be considered a variable external to the student that can foster the development along these vectors.According to Chickering and Reisser (1993), students enter colleges and universities at different developmental levels and bring many highly influential personal characteristics that can either promote growth or deter advancement along the seven vectors. Additionally, development along each vector is influenced by learning experiences and interactions with others. Thus, students' personal progress and growth in these areas are determined by a number of factors, including the strengths and weaknesses of their personal characteristics, the commitment of faculty members, the curriculum of their courses, and the nature of the support within the community at their institution.Faculty members and other higher education personnel play an essential role in supporting student development along the seven vectors (Chickering & Reisser, 1993). …

Fostering caring in undergraduate nursing students: An integrative review

Abstract: Background: Assuring undergraduate nursing students are caring and compassionate is an important goal of nursing education programs. Some research has been conducted to examine interventions to enhance nursing students’ levels of caring. Methods: We conducted an integrative review of caring research and found fifteen articles reporting educational interventions designed to enhance caring among undergraduate pre-licensure nursing students. We reviewed each for how caring was taught and the student outcomes. Results: Our analysis indicates that caring can be taught to nursing students. Effective educational interventions included engaging students in authentic conditions that required them to provide care, reflection on the care they provided, and faculty members role modeling caring behaviors. Conclusions: Implications for nursing educators is that their curricular and instructional approaches are critical to enhancing nursing students’ levels of caring.

Connecting critical thinking, caring, and curiosity in nurse education: Exploring the beliefs and practices of nurse educators

Abstract: A theoretical association exists between caring, critical thinking, and curiosity. We wanted to gain a deeper understanding about how the relationships translated to the perceptions and practices of nurse educators. We developed a survey of selected and free response items to gather a combination of quantitative and qualitative data related to nurse educators’ perceptions and practices related to caring, critical thinking, and curiosity. We distributed an invitation to participate in our online survey research project through direct communication with a sample of nurse educators and posted the request to a handful of nurse educator social media sites and listservs. Forty-six nurse educators fully completed our survey. Findings include a mixture of positive perceptions about learning caring and curiosity, insights about the importance of caring and curiosity in nursing, and practices that included promoting critical thinking and curiosity among nurses. We follow the results with a discussion of implications for nurse education.

Making Qualitative Research Real to Students: Using Social Media Postings to Teach Qualitative Data Coding

Abstract: INTRODUCTION Registered nurses (RNs) and Advance Practice registered nurses (APRNs) are expected to practice in alignment with the evidencebased practice (EBP) competencies (Melnyk, GallagherFord, Long, & FineoutOverholt, 2014). According to EBP competencies 4 through 7, RNs and APRNs need to be able to critically appraise research reports to be effective EBPbased practitioners. Horntvedt, Nordsteien, Fermann, and Severinsson (2018) argue that appraising study results is difficult without a knowledge base of the research process, and students’ familiarity and understanding of qualitative research processes and application are substantially limited. As active research faculty members, we have tried several tactics to engage students in learning about qualitative research methods, including assigning related readings, small group discussions about articles, and classroom lectures. However, we do not feel we were able to help students develop an appreciation of qualitative methods by using these activities. Another method of instruction was needed to enhance learning and application of knowledge to achieve the expected EBP competencies.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Encouraging Authenticity and Spirituality in Higher Education

Abstract: This book discusses a topic many individuals are reluctant to talk about and provides good information for those who may want to explore spirituality and authenticity with students.

Proposing a policy framework for nursing education for fostering compassion in nursing students: A critical review.

Abstract: Aims To propose a policy framework for nursing education to foster compassion in nursing students. Design A critical review. Data sources Literature was searched in CINAHL, PubMed, Science Direct and Google Scholar and sources published from January 2008 - April 2018 were reviewed. Review methods We screened abstracts and full-texts using specific inclusion criteria, developed summary tables for data extraction and synthesized data logically to develop the framework. Results Twenty-nine sources were reviewed. Recognizing, accepting, and alleviating patients' suffering are direct indicators of compassionate care. Three policy directions were identified: ensure the nursing curriculum has an appropriate balance of teaching-learning strategies that target learning in the affective domain, directly promote the use of reflection and the development of reflective thinking in students as an approach to enhance excellence in clinical practice and integrate information and assess students' understanding and expression of compassion throughout the nursing curriculum. Conclusion Compassion is expressed when nurses authentically work to understand patients' suffering and become sensitive to their experiences. Future research should focus on developing strategies that align with the affective domain and use reflection to optimize nursing students' experiential learning. Impact Policies are needed for cultivating a compassionate care culture and for fostering students' compassion, but no guidelines exist for nursing institutions. Targeting the affective learning domain, facilitating reflection, and integrating compassionate care indicators in clinical learning experiences can be useful. Therefore, nursing institutions can use these findings to integrate and measure compassionate care in clinical and educational curricula to foster students' compassion.

“How Much Can One Book Do?”: Exploring Perceptions of a Common Book Program for First-Year University Students

Abstract: This article reports on student surveys and faculty interviews with regard to a university pilot project of a common book program for first-year students. We found that a minority of students read the book and the book was integrated into only some faculty members’ courses. First-year students varied in their perceptions of the impact the project had on selected literacy skills, with small to moderate gains reported. In addition, the program did not create a sense of community for students or faculty members. Some students and all faculty members believed the program had the potential to have a greater impact on students’ university-level skills and to create a sense of community in future years. Practical implications for common book programs and suggestions for future research are discussed.

The Un-Common Read: Perspectives from Faculty and Administration at a Diverse Urban Community College

Abstract: Maloy et al. discuss the implementation and impact of a Common Read program at Queensborough Community College of the City University of New York, which serves one of the most diverse communities in the country. Instead of following the model at traditional colleges of a Common Read as part of pre-fall orientation, Queensborough has developed a full-academic-year model that encompasses faculty development through a Fall Book Club and planning thematic cross-disciplinary events and assignments that are integrated into spring course curricula. Through their “UnCommon Read” program, the authors define college reading as the construction of an intellectual community, arguing that this is particularly important to create at two-year colleges, where students may face unique challenges. They discuss the impact of three Common Read selections and their campus-wide themes: The Immortal Life of Henrietta Lacks by Rebecca Skloot with a focus on issues of race and bioethics; Somaly Mam’s The Road of Lost Innocence through the lens of global human rights; and Until I Say Goodbye: My Year of Living with Joy by Susan Spencer-Wendel, with a theme of empathy. In addition, quantitative research is presented in the form of both student and faculty surveys with results.