Showing papers in "Journal of Nursing Education in 2018"
TL;DR: Results indicated a paucity of studies at the highest levels of evaluation, indicating an area where future research is needed to assist with the development and improvement of simulation education.
Abstract: Background Simulation is an integral component of health care education. Research suggests a positive relationship between simulation and learning outcomes. Kirkpatrick's framework is a four-level model based on the premise that learning resulting from training programs can be classified into four levels: reaction, learning, behavior, and results. Evaluation of educational impact provides valuable feedback to educators that may assist with development and improvement of teaching methods. Method This review is based on the PRISMA guidelines for conducting a systematic review. Inclusion criteria included articles (a) written in the English language, (b) published between 2000 and 2016, (c) describing a debriefing intervention after high-fidelity patient simulation, and (d) based in health care. Results Thirteen studies met criteria for inclusion in the review. Conclusion Results indicated a paucity of studies at the highest levels of evaluation, indicating an area where future research is needed to assist with the development and improvement of simulation education.
86 citations
TL;DR: An escape-to-nursing event was held at a rural medical center college of nursing in the spring of 2017 as mentioned in this paper, where participants worked in teams to solve the patient health care puzzle, which enabled them to proceed to the next room.
Abstract: Background The U.S. nursing workforce is facing a severe shortage of professionals due to an anticipated retirement of more than 500,000 RNs in the next 5 years. Method An Escape to Nursing event was created and delivered in a rural medical center college of nursing in the spring of 2017. This faculty team developed four distinct rooms that were designed with key nursing concepts and patient health conditions. Recruits worked in teams to solve the patient health care puzzle, which then enabled them to proceed to the next room. Results Feedback was positive from the recruits, including comments about expanding the game to more health care scenarios and reaching out to more recruits. Additional recruitment may lead to better turnout of recruits. Conclusion Linear, sequential formatting for the escape room game design is recommended for use with recruits into nursing. The use of escape rooms for recruitment is a positive activity. [J Nurs Educ. 2018;57(3):184-187.].
48 citations
TL;DR: Overall, perceived treatment after the error reflected supportive environments, where nurses were generally treated with respect, fair treatment, and understanding, and coping after making medication errors.
Abstract: BACKGROUND The purpose of this study was to better understand individual- and system-level factors surrounding making a medication error from the perspective of recent Bachelor of Science in Nursing graduates. METHOD Online survey mixed-methods items included perceptions of adequacy of preparatory nursing education, contributory variables, emotional responses, and treatment by employer following the error. RESULTS Of the 168 respondents, 55% had made a medication error. Errors resulted from inexperience, rushing, technology, staffing, and patient acuity. Twenty-four percent did not report their errors. Key themes for improving education included more practice in varied clinical areas, intensive pharmacological preparation, practical instruction in functioning within the health care environment, and coping after making medication errors. CONCLUSION Errors generally caused emotional distress in the error maker. Overall, perceived treatment after the error reflected supportive environments, where nurses were generally treated with respect, fair treatment, and understanding. Opportunities for nursing education include second victim awareness and reinforcing professional practice standards. [J Nurs Educ. 2018;57(5):275-280.].
38 citations
TL;DR: In this article, a review of the value of peer mentorship as an educational strategy that fits within the humanistic adult education philosophy and social constructivism theory for nursing education was conducted.
Abstract: Background The emphasis of this article is to provide nursing instructors with a valuable educational strategy grounded in andragogical principles for reflection and implementation in their educational practice. Method An expository review of the value of peer mentorship as an educational strategy that fits within the humanistic adult education philosophy and social constructivism theory was conducted. Results The value in peer mentorship is greatest for nursing students as mentors and mentees, predominantly in encouraging self-directed learning, building relationships, providing emotional and educational support, and developing collaboration and leadership skills. In addition, peer mentorship provides value to instructors and educational institutions by supporting a positive student-centered learning environment that enhances student success. Conclusion Peer mentorship as a valuable educational strategy can be recognized for future use within all levels of nursing education and can be applied universally to teaching and learning within other health care educational settings. [J Nurs Educ. 2018;57(4):217-224.].
36 citations
TL;DR: ICET provides critical theoretical support for inquiry and action to promote clinical education that improves development of clinical reasoning skill.
Abstract: Background The link between clinical education and development of clinical reasoning is not well supported by one theoretical perspective. Learning to reason during clinical education may be best achieved in a supportive sociocultural context of nursing practice that maximizes reasoning opportunities and facilitates discourse and meaningful feedback. Prelicensure clinical education seldom incorporates these critical components and thus may fail to directly promote clinical reasoning skill. Method Theoretical frameworks supporting the development of clinical reasoning during clinical education were evaluated. Analysis of strengths and gaps in each framework's support of clinical reasoning development was conducted. Commensurability of philosophical underpinnings was confirmed, and complex relationships among key concepts were elucidated. Results Six key concepts and three tenets comprise an explanatory predictive theory-the integrated clinical education theory (ICET). Conclusion ICET provides critical theoretical support for inquiry and action to promote clinical education that improves development of clinical reasoning skill. [J Nurs Educ. 2018;57(1):7-13.].
31 citations
TL;DR: enhancing established LGBTQ population-specific training to highlight health disparities and awareness of special health care needs was piloted with two clinical groups of senior baccalaureate nursing students.
Abstract: Background An identified gap in the curriculum related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) health needs prompted nursing faculty to implement a collaborative educational offering. LGBTQ individuals experience significant health disparities, compared with heterosexual counterparts. Enhancing established LGBTQ population-specific training to highlight health disparities and awareness of special health care needs was piloted with two clinical groups of senior baccalaureate nursing students (N = 16). Method Didactic, simulated, and panel discussion related to LGBTQ terminology, current health standards of care, and the importance of advocacy was provided by campus advocates, experienced health care providers, and a student panel identifying as LGBTQ. Health specific learning outcomes were established and evaluated. Results Posteducation, anonymous surveys, and journaling were completed. Survey respondents (n = 13) reported increased awareness and understanding of health disparities specific to the LGBTQ population. Conclusion LGBTQ-specific health education has been implemented as a permanent curriculum change. [J Nurs Educ. 2018;57(5):312-314.].
31 citations
TL;DR: In this paper, a simulated telehealth experience was designed using the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation™, student learning objectives, and telehealth competencies.
Abstract: Background The use of telehealth to provide care to millions of patients who have difficulty accessing care through traditional means is growing exponentially. Nurse educators must prepare students to meet the challenge of managing this mode of care delivery. Method A simulated telehealth experience was designed using the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice: Simulation™, student learning objectives, and telehealth competencies. The design promoted active participation in a telehealth visit with a standardized patient. Results The simulation provided students with the opportunity to demonstrate use of telehealth equipment and become familiar with telehealth competencies. This hands-on experience increased student engagement related to telehealth as a health care delivery option and was an effective objective structured clinical examination. Conclusion Integration of telehealth into the nursing curriculum is a necessity as health care technology advances. Simulation is one strategy available to expose students to telehealth and increase student engagement. [J Nurs Educ. 2018;57(10):624-627.].
30 citations
TL;DR: Implementing gratitude is a cost-effective and easy way to improve job satisfaction to increase faculty retention rates and is consistent with other studies on the topic.
Abstract: Background The current nursing shortage affects all settings. In an effort to promote retention of nursing faculty, an "attitude of gratitude" was cultivated to improve job satisfaction and increase collaboration in one school of nursing. Method This was a quantitative study using a convenience sample of faculty at one school of nursing. A presurvey of faculty on perceived gratitude levels and job satisfaction was administered prior to the start of the school year. Multiple gratitude interventions were implemented throughout the year and a postsurvey was administered to measure the effectiveness of interventions. Results The findings of this study show an improvement of 17.9% in overall job satisfaction, which is consistent with other studies on the topic. Collaboration was not affected by gratitude interventions. Conclusion Implementing gratitude is a cost-effective and easy way to improve job satisfaction to increase faculty retention rates. [J Nurs Educ. 2018;57(6):375-378.].
28 citations
TL;DR: Video simulation scenarios and VoiceThread technology were used to create a model of online instruction that promotes active student participation and aligns with course objectives and content that was effective in addressing specific areas of curriculum while stimulating student engagement.
Abstract: Background As nursing programs continue to expand online, innovative pedagogies that support online teaching and learning practices grounded in theoretical constructs are needed. Method Video simulation scenarios and VoiceThread technology were used to create a model of online instruction that promotes active student participation and aligns with course objectives and content. Kolb's experiential learning theory serves as the framework for this project. Results The integration of multimedia in the course gave students a collaborative experience where they can apply their knowledge to the simulation scenarios. Inclusion of the vignettes was found to be effective in addressing specific areas of curriculum while stimulating student engagement. Conclusion Increased use of online delivery for nursing education necessitates course designs that promote student interaction and foster community. Teaching and learning practices that include technologies and are supported by theoretical constructs promote best practices for online instruction. [J Nurs Educ. 2018;57(4):245-249.].
26 citations
TL;DR: Simulation learning enhanced transfer of learning is enhanced, specifically allowing students to take on the role behaviors of what will be expected of them as a practicing nurse.
Abstract: Background Experiential learning through simulation allows students to improve their cognitive, affective, and psychomotor skills. Yet, the process of how simulation learning transfers to clinical learning remains unanswered. Method The classical grounded theory method was used to conceptualize the process by which simulation learning transfers to the clinical environment. Results A model emerged that explained the simulation learning transfer process. The core category was Acting Like a Nurse and the model had 10 categories. The beginning stages of the model included the categories: Being in Simulation and Being in Clinical. The middle stages of the model reflected interaction between the student and the simulation experience, and included the categories Being Able to Practice, Getting Feedback, Making Sense of My Learning, Fitting Together, and Applying My Learning. The final stages of the model were Gaining Confidence and Becoming More Comfortable, with the outcome category Knowing What to Do. Conclusion Simulation learning enhanced transfer of learning, specifically allowing students to take on the role behaviors of what will be expected of them as a practicing nurse. [J Nurs Educ. 2018;57(6):347-353.].
25 citations
TL;DR: Comparisons are limited by inconsistencies in instrumentation and the use of multiple teaching strategies in individual studies, and more information is needed regarding the effect of interventions on clinical practice.
Abstract: Background The purpose of this literature review was to explore methodologies for teaching end-of-life (EOL) care to undergraduate nursing students. Method Articles were retrieved by searching CINAHL, Academic Search Complete, and MEDLINE databases using the terms terminal care, palliative care, end of life care, undergraduate nurs*, hospice care, baccalaureate nurs*, prelicensure nurs*, palliative nurs*, training, and undergraduate education. A total of 728 articles were preliminarily evaluated for inclusion, with 22 relevant to this literature review. Results A variety of teaching methods have been studied for efficacy in undergraduate nursing education. Conclusion Comparisons are limited by inconsistencies in instrumentation and the use of multiple teaching strategies in individual studies. More information is needed regarding the effect of interventions on clinical practice. Educational activities should be integrated throughout the learning experience and include elements of didactic teaching, clinical experiences, and application in simulation, including a focus on interprofessional education. [J Nurs Educ. 2018;57(2):96-100.].
TL;DR: High workloads and long work weeks are increasing the odds of burnout among midlevel academic nurse leaders, and dissatisfaction with workload, dissatisfaction with work-life balance, and hours typically worked per week increased odds ofBurnout.
Abstract: Background Amid concerns regarding administrator shortages, a survey conducted by the American Association of Colleges of Nursing indicates that 10% of all vacant faculty positions are those that include administrative responsibilities. This study was designed to determine the frequency, predictors, and potential retention consequences of burnout among midlevel academic nurse leaders, such as assistant deans, associate deans, and others. Method The sample consisted of 146 midlevel academic nurse leaders from 29 schools of nursing. Burnout was measured by the emotional exhaustion subscale of the Maslach Burnout Inventory. Logistic regression models were estimated to determine effects of study variables on burnout and intent to leave. Results Dissatisfaction with workload, dissatisfaction with work-life balance, and hours typically worked per week increased odds of burnout. Burnout was associated with intent to leave. Conclusion High workloads and long work weeks are increasing the odds of burnout among midlevel academic nurse leaders. [J Nurs Educ. 2018;57(1):28-34.].
TL;DR: This review synthesizes the best available evidence about VAD compared with verbal debriefing and reviews the effectiveness of VAD on students' learning outcomes and learners' perceptions of using VAD postsimulation sessions to find mixed findings related to learning outcomes in health education.
Abstract: Background Debriefing is an integral component of the high-fidelity simulation experience in health education. Video-assisted debriefing (VAD) is used to structure debriefing following simulation. This review synthesizes the best available evidence about VAD compared with verbal debriefing; moreover, it reviews the effectiveness of VAD on students' learning outcomes and learners' perceptions of using VAD postsimulation sessions. Method Databases included Med-line, Scopus, CINAHL, and EMBASE, and articles published between 2000 and 2016 were reviewed if they used the keywords video-assisted debriefing, HFS, debriefing and learning outcomes, and video-playback debriefing. Fourteen studies met the inclusion criteria. Results Three themes emerged: VAD Effectiveness Compared to Verbal (Oral) Debriefing, VAD Effectiveness on Learning Outcomes, and Learners' Perceptions of VAD Experience. Conclusion VAD following simulation experiences compared with other debriefing modalities resulted in mixed findings related to learning outcomes in health education. More research on debriefing practices is needed that describes all key debriefing components. [J Nurs Educ. 2018;57(1):14-20.].
TL;DR: A concept-based clinical reasoning teaching method with weekly themes, lessons, and learning activities adapted from Tanner's clinical judgment model and Lasater's Clinical Judgment Rubric is developed.
Abstract: Background Recent discourse generates a more thorough understanding of what clinical reasoning entails. Although numerous strategies prioritize clinical reasoning development, teaching and evaluating the thinking involved in clinical reasoning remains a struggle for nurse educators, particularly regarding clinical education. Method In response, the author developed a concept-based clinical reasoning teaching method with weekly themes, lessons, and learning activities adapted from Tanner's clinical judgment model and Lasater's Clinical Judgment Rubric. Results The method offers an organized, consistent approach to teaching and learning clinical reasoning, with multiple opportunities for student reflection, instructor guidance, and discussing clinical reasoning concepts. Clinical education became transformed for both the nurse educator and nursing students as clinical reasoning became a visible part of students' budding nursing practice. Conclusion Nurse faculty must ensure future nurses are prepared to think-inaction. The clinical reasoning teaching method offers one potential solution. [J Nurs Educ. 2018;57(12):727-735.].
TL;DR: Allowing device use in the classroom, such as iPads and interactive mobile applications, can be a useful learning tool and intentional use of technology and pedagogy can increase engagement and interaction with students.
Abstract: Background Engaging nursing students in theoretical courses, such as research, can be challenging. Innovative instructional strategies are essential to engage nursing students in theoretical nursing courses. Method This article describes an educational innovation using technology as a tool in an undergraduate nursing research class. All students in the course received iPads for the semester. Lecture material was presented in class using Nearpod, an interactive presentation embedded with slides, multimedia components, and learning activities. Result Students reported that using the mobile technology helped them minimize off-task activities, interact more with each other and the instructor, solve problems in the class, and develop skills and confidence related to their career. Conclusion Allowing device use in the classroom, such as iPads and interactive mobile applications, can be a useful learning tool. Intentional use of technology and pedagogy can increase engagement and interaction with students. [J Nurs Educ. 2018;57(3):170-173.].
TL;DR: Assessing the cultural competence level and identifying factors that influence the development of cultural competence in undergraduate nursing students to identify cost-effective teaching and learning strategies using the concept of cultural encounters and cultural knowledge to increase students' exposures to individuals from other cultures.
Abstract: Background The study purposes were to assess the cultural competence level and to identify factors that influence the development of cultural competence in undergraduate nursing students. Method This quantitative study using a comparative and predictive design was conducted to recruit 106 undergraduate nursing students from a university by sending e-mails to all randomly selected Associate in Science in Nursing and RN-to-Bachelor of Science in Nursing students for participation. Each student participated voluntarily to self-administer a demographic survey and the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV©). Results The summated score of 20 questions of the IAPCC-SV among the participating students was 61.70, indicating a culturally competent level. Approximately 51% of the variation in the cultural competence level could be attributed to the predictor of cultural encounters. The second strongest predictor was the cultural knowledge. Conclusion Further research should focus on identifying cost-effective teaching and learning strategies using the concept of cultural encounters and cultural knowledge to increase students' exposures to individuals from other cultures. [J Nurs Educ. 2018;57(1):40-43.].
TL;DR: Learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules.
Abstract: Background Nursing students sometimes engage in academically dishonest behaviors despite honor codes and policies. We believe that learning more about nursing students' perceptions of and engagement in academically dishonest behaviors will aid faculty in crafting more effective codes, policies, and educational modules. Method Baccalaureate nursing students from accredited programs across the nation were invited to participate in an online cross-sectional descriptive correlational survey. Data were analyzed using descriptive and correlational statistics. Results Nursing students do not perceive all academically dishonest behavior as dishonest. There is a positive relationship between perceptions of behaviors in the classroom and clinical setting. Students have higher rates of engagement in behaviors they do not perceive as dishonest. Those who engage in the behaviors considered dishonest have higher rates of rationalization. Conclusion Faculty need to delineate to students what behaviors are deemed dishonest in a course. Eliminating ambiguity has potential to reduce engagement in dishonest behavior. [J Nurs Educ. 2018;57(2):79-87.].
TL;DR: Holistic admission may increase the diversity of a nursing class; however, it should be combined with other strategies to build a diverse pipeline.
Abstract: Background Traditional nursing admission processes may pose barriers to enhancing the diversity of the nursing workforce. Holistic admission moves beyond academic metrics to include applicants' experiences, attributes, and abilities. Method Demographic and academic information was examined for students admitted to a Bachelor of Science in Nursing program before and after holistic admission implementation, and a survey was completed by students admitted in 2014 through holistic admission. Results The admission of Hispanic students significantly increased, whereas admissions of non-Hispanic White students significantly decreased. Academic metrics did not change significantly. Students rated the holistic admission process positively, with the interview rated as more valuable than the written application. Some students believed it could have a negative effect on students who were not racial or ethnic minorities. Conclusion Holistic admission may increase the diversity of a nursing class; however, it should be combined with other strategies to build a diverse pipeline. [J Nurs Educ. 2018;57(7):416-421.].
TL;DR: The comprehensive mentoring program has been successful in raising the overall NCLEX-RN pass rate and Logistic regression analysis revealed that overall college grade point average and a comprehensive examination in the NCLEZ-RN format were significant predictors of NCLEx-RN success.
Abstract: Background The NCLEX-RN pass rate serves as a key indicator of the achievement of a nursing program's academic goals and may be a vital component of state board approval and the accreditation process. To improve on the program's pass rates, a comprehensive mentorship program was instituted. The The Passan School of Nursing at Wilkes University used gaming strategies, content reviews, computerized integrative testing, and learning packages to assist students preparing for the licensure examination. Method A retrospective regression analysis was performed to examine predictors of NCLEX-RN success. Results Pass rates improved each year from a baseline of 79.17% in 2014 to 83.82% in 2015 and 90.14% in 2016. Logistic regression analysis revealed that overall college grade point average (p = .001) and a comprehensive examination in the NCLEX-RN format (p = .001) were significant predictors of NCLEX-RN success. Conclusion The comprehensive mentoring program has been successful in raising the overall NCLEX-RN pass rate. [J Nurs Educ. 2018;57(9):554-556.].
TL;DR: To increase nursing diversity and ensure a culturally competent profession, programs must attend to three factors associated with microaggression-predictors of academic (NCLEX) success, satisfaction, and intent to pursue advanced education-among a cohort of URM accelerated nursing students who had received a national diversity scholarship.
Abstract: BACKGROUND The United States is steadily becoming more diverse. If current trends continue, the minority population will be the majority by 2043. In contrast to the U.S. population, nursing (the largest health care workforce) is composed of a nearly 76% White population. The literature reports that underrepresented minorities (URM) in nursing programs encounter multiple barriers to academic success. METHOD A secondary data analysis of a national cohort of URM accelerated nursing students was conducted to examine three factors associated with microaggression-predictors of academic (NCLEX) success, satisfaction, and intent to pursue advanced education-among a cohort of URM accelerated nursing students who had received a national diversity scholarship (n = 2,250). RESULTS These three factors were predicted by institutional climate, mentoring, social interactions, the prematriculation preparation program, and other psychological, social, and cultural barriers. CONCLUSION To increase nursing diversity and ensure a culturally competent profession, programs must attend to these factors. [J Nurs. Educ. 2018;57(3):142-149.].
TL;DR: A Web-based, e-Visit simulation can be a useful learning experience for nurse practitioner students with knowledge gained that is transferable to real clinical situations.
Abstract: Background The purpose of this pilot study was to develop and implement a Web-based, e-Visit simulation experience for nurse practitioner students and evaluate student satisfaction and perceived learning. Method The convenience sample consisted of 26 senior-level Master of Science in Nursing students in the Pediatric Nurse Practitioner and Adult-Gerontology Nurse Practitioner programs. A Likert survey was used for evaluation that measured items from 1 (strongly disagree) to 5 (strongly agree). Results Students reported that the simulation cases closely resembled real-world patients (97%; M = 4.42, SD = 0.69), providing them with a better understanding of complaints commonly addressed via telehealth services (96%; M = 4.46, SD = 0.57). Accuracy of diagnosis and treatment on first attempt was 95%. Conclusion A Web-based, e-Visit simulation can be a useful learning experience for nurse practitioner students with knowledge gained that is transferable to real clinical situations. [J Nurs Educ. 2018;57(5):304-307.].
TL;DR: Evaluation via focus groups, self-assessment survey, and a platform usability assessment found an increase in students' interprofessional knowledge, attitudes, and preference for virtual interprofessional experiences.
Abstract: Background Interprofessional education is a challenge given the current constraints of clinical education, which is bound by space, location, off-campus clinical rotations, and conflicting academic schedules. New approaches need to be developed if academic settings are to provide high-impact interprofessional education. Method Virtual Interprofessional (VIP) Learning was developed as an innovative, online, asynchronous learning platform utilizing avatars that engages learners in interprofessional clinical learning opportunities across disciplines and settings. Teams of interprofessional students worked together to complete a real-life case scenario focused on patient quality and safety using root cause analysis and interprofessional communication. Results Evaluation via focus groups, self-assessment survey, and a platform usability assessment found an increase in students' interprofessional knowledge, attitudes, and preference for virtual interprofessional experiences. Conclusion VIP Learning is an innovative approach to advance interprofessional education from siloed, limited experiences to accessible and interactive opportunities that are not bound by time or place. [J Nurs Educ. 2018;57(11):668-674.].
TL;DR: Health professional programs can use the PIT count to expose students to individuals living in poverty, as well as provide meaningful curricular opportunities to foster a culturally competent and empathetic health services work force.
Abstract: BACKGROUND An interprofessional service-learning experience, using the U.S. Department of Housing and Urban Development Point-in-Time (PIT) count of unsheltered homeless, was used as the basis of exposing nursing and public health students to those facing homelessness and housing insecurity in their community. METHOD Learning experiences included pre- and post-PIT count training, PIT count participation, debriefings, online and in-class reflections, and discussion of poverty-related readings. Students unable to participate in the actual count presented nutrition education programs in congregate meal sites. RESULTS Participation in the PIT count received positive student feedback and reflected development of knowledge and empathy of those experiencing homelessness and housing and food insecurity. CONCLUSION Health professional programs can use the PIT count to expose students to individuals living in poverty, as well as provide meaningful curricular opportunities to foster a culturally competent and empathetic health services work force. [J Nurs Educ. 2018;57(7):436-439.].
TL;DR: Satisfaction was significantly higher in nursing faculty who taught 20 or more courses online, compared with those who taught five or fewer and support services are important to increase overall faculty satisfaction teaching online.
Abstract: Background Many students today desire an education that can be completed without attending traditional classroom settings. Nursing administrators are responding by increasing the number of online course offerings, which has resulted in more nursing faculty asked to transition coursework from traditional to online classes, often without support. Method The sample for this quantitative, descriptive, comparative study included nursing faculty from 15 randomly selected states who participated in an online survey, producing 185 completed surveys for analysis. Results Satisfaction was significantly higher in nursing faculty who taught 20 or more courses online, compared with those who taught five or fewer. Satisfaction was significantly higher for faculty who received mentoring, release time, technical support for software, hardware, the Learning Management System (LMS), and training for the LMS, compared with faculty who did not. Conclusion Results offer valuable evidence that support services are important to increase overall faculty satisfaction teaching online. [J Nurs Educ. 2018;57(9):536-543.].
TL;DR: It was suggested that the cognitive processes used in decision making were neither completely analytical nor completely intuitive, and a combination of scientific evidence-based knowledge in conjunction with intuition and contextual factors could enable nurses to utilize excellent clinical decision making.
Abstract: Background Clinical decision making is a fundamental aspect of nurses' clinical practice and has a direct impact on the health and well-being of each patient. Method An exploratory analysis of the concept of clinical decision making in nursing will be provided from the two predominant theoretical perspectives: the systematic-positivist model and the intuitive-humanistic model. The origin, aim, value, ontology and epistemology, assumptions, communicability, and context specificity of these two models are discussed. Results As nurses work in ever-changing health care environments, either the positivist model or the intuitive model is adequate to describe the dynamic processes nurses use in clinical decision making. Therefore, it was suggested that the cognitive processes used in decision making were neither completely analytical nor completely intuitive. Conclusion Clinical decision making is complex. A combination of scientific evidence-based knowledge in conjunction with intuition and contextual factors could enable nurses to utilize excellent clinical decision making. [J Nurs Educ. 2018;57(2):73-78.].
TL;DR: This pilot study aimed to compare a group of interprofessional health professions students' self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education.
Abstract: Background Patients with life-limiting illnesses need health professionals who can communicate with each other, as well as with patients and family members. Nursing faculty teach these skills in a variety of formats and, increasingly, via simulation experiences. Method This pilot study aimed to compare a group of interprofessional health professions students' (N = 73) self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness. Results Postworkshop, students rated themselves as significantly more confident in interprofessional and palliative care communication (p ⩽ .001) than preworkshop, identified important areas of behavior change and professional identity, and provided faculty with ideas for future simulation workshops. Conclusion Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes. [J Nurs Educ. 2018;57(8):493-497.].
TL;DR: Peer-facilitated simulation provides an opportunity for leadership development and learning and can inform the development of nursing curricula to best develop the leadership skills of nursing students.
Abstract: Background Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. Method With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. Results Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. Conclusion Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. [J Nurs Educ. 2018;57(1):53-57.].
TL;DR: The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients.
Abstract: Background Training with virtual patients has been proposed as a suitable learning activity to improve clinical reasoning skills for nursing students. However, published instruments with the capacity to assess students' reasoning process in the encounter with virtual patients are lacking. Method Deductive and abductive analyses were used to adapt the Lasater Clinical Judgment Rubric (LCJR) to assess nursing students' clinical reasoning skills in the encounter with virtual patients. The new rubric's ability to capture nursing students' clinical reasoning processes was tested using deductive analysis and statistical analysis. Results A grading rubric for virtual patients, the vpLCJR, was developed. Cronbach's alpha showed .892, indicating good internal consistency. Conclusion The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients. [J Nurs Educ. 2018;57(7):408-415.].