Showing papers by "National League for Nursing published in 2019"

Simulation as a Nursing Education Disrupter.

Abstract: Simulation as an evidence-based pedagogy began emerging at a time when many constraints were being imposed on clinical experiences for nursing students. As research illuminated the advantages of simulation and standards were developed, educators began to recognize the limitations of the clinical setting, such as the inability to provide experiences in teamwork and delegation, and a focus on tasks. Simulations are crafted to provide an experience that matches content that is being taught in class, and debriefing techniques guide learners in a reflective process that promotes the development of clinical reasoning and judgment. The National Council of State Boards of Nursing study concluded that simulation could be substituted for 50% of clinical hours. Simulation-exposed gaps in the curriculum and its pedagogical principles are now extending to adaptations of its use in the classroom and in clinical postconferences. They are also shaping teacher-student conversations in the office and the hallways. Use of simulation for assessment is beginning to evolve. In a little more than 10 years, it has started a revolution that will continue to have a major impact on all aspects of nursing education in the future.

Veterans as Students in Higher Education: A Scoping Review.

Abstract: Aim The aim of this study was to determine what is known about military veterans as students in higher education and inform nurse educators. Background Military veterans are increasingly enrolling in higher education and in nursing programs and may provide a recruitment source for nursing education. Method A scoping review of literature published after 2011 was performed to determine characteristics of military veterans as students. Twelve sources were identified. Results Military veterans have multiple strengths yet may also experience barriers to success. As a result, veterans may struggle to transition from the rigid military environment to the more relaxed college setting. Conclusion Military veterans may provide a recruitment source for the nursing workforce. Gaining knowledge of the strengths and barriers faced by these students may help nurse educators plan strategies for achieving academic success.

The Academic Clinical Nurse Educator.

Abstract: n the early 2000s, the National League for Nursing (NLN) identified the need to articulate the role of the academic nurse educator. This resulted in the identification of the full scope of the role of the academic nurse educator through the development of evidence-based competencies and related task statements. In early 2015, the idea for articulating the specific role of the academic clinical nurse educator began to take root. The NLN formed a task group to analyze the literature with the idea of developing role competencies and task statements related to the academic clinical nurse educator role. The task group arrived at consensus on the role and presented the resulting competencies and related task statements to the NLN community for review and feedback. After comments were considered by the task group, the final version of the competencies and task statements was released (Shellenbarger, 2018). Based on the delineation of the role of the academic clinical nurse educator, a decision was made to move forward with the development of a certification examination. A practice analysis was developed, and academic clinical nurse educators were asked to assist in validation of the task statements associated with the role. The results of the practice analysis provided the basis for the creation of a certification test blueprint. After certification exam test items were developed, two forms of an exam were established, and pilot testing was conducted in the late summer/fall of 2018. After passing scores were psychometrically set, the Certified Academic Clinical Nurse Educator (CNE®cl) certification program was officially launched in October 2018.

One Belt One Road: Bringing the NLN Together With Nursing Education Leaders From China.

Abstract: uring the past two years, the National League for Nursing are often not grounded in experiential learning. Transforming nursing (NLN) has been working collaboratively with China Laerdal Medical (CLM) to innovate nursing education in China using simulation and debriefing best practices. Invited by the China National Center for Schooling Development Programme, part of theMinistry of Education, the NLN is working with CLM to enhance teaching and learning in nursing education through the use of simulation. The project is part of the One Belt One Road initiative, first announced by President Xi Jinping in 2013, to strengthen trade, infrastructure, and investment links between China and more than 60 other countries. Road refers to the maritime network of shipping lanes running between China, South Asia, Africa, and Europe, whereas Belt refers to the overland routes of Central Asia to Europe. The most visible part of the initiative is the focus on improving infrastructure in Chinese markets. For more than a decade, the NLN and Laerdal Medical have worked together to promote simulation as a teaching methodology to prepare nurses for practice across the continuum of care. Both organizationsmaintain that the use of simulation and debriefing, along with other active learning teaching strategies, creates transformational learning experiences for nursing students and provides diverse perspectives on caring for patients. Our strong partnership, within the United States and globally, is grounded in our like missions. The NLN’s mission, to promote excellence in nursing education to build a strong and diverse nursing workforce to advance the health of our nation and the global community, strongly aligns with Laerdal’s mission to help save lives. Furthermore, the NLN is guided by four dynamic and integrated core values that permeate the organization and are reflected in our work: caring, integrity, diversity, and excellence. It is through these core values that educational innovation is operationalized. Learning in simulation allows for learning in context— a concept at the forefront of contemporary educational reform as teachers and learners move away from content-laden curricula to curricula that emphasize experiential learning. A rise in undergraduate nursing programs in China has resulted in inconsistencies in teaching strategies and curricula. Practical skills training is not consistent in schools of nursing, and teaching strategies