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Showing papers in "Nurse Educator in 2014"


Journal ArticleDOI
TL;DR: This article presents the authors’ experience with flipping a Fundamental Concepts of Nursing course for students in an undergraduate baccalaureate program and serves as a guide to faculty and programs seeking to develop and implement the flipped class model in nursing education.
Abstract: This article presents the authors' experience with flipping a fundamental concepts of nursing course for students in an undergraduate baccalaureate program. Authors describe implementing a flipped class, practical strategies to transform students' learning experience, and lessons learned. This article serves as a guide to faculty and programs seeking to develop and implement the flipped class model in nursing education.

73 citations


Journal ArticleDOI
TL;DR: Caring and spirituality remain central to nurses’ professional identities on entry to practice and at every time point, personal spiritual growth practices and the students’ perceptions of their caring abilities predicted sense of fit with the profession.
Abstract: This longitudinal study describes the factors associated with the acquisition of a professional identity over the course of prelicensure education among 45 baccalaureate nursing students. At every time point, personal spiritual growth practices and the students' perceptions of their caring abilities predicted sense of fit with the profession. Even as there is a growing emphasis of quality and safety education, caring and spirituality remain central to nurses' professional identities on entry to practice.

70 citations


Journal ArticleDOI
TL;DR: It is suggested that integration of conflict resolution skills throughout the curriculum, with repeated opportunities to practice using a variety of styles of conflict management in relation to situational factors, may be beneficial to prepare students for the challenges of today’s healthcare environment.
Abstract: To manage interpersonal conflict, nursing students need evidence-based interventions to strengthen stress resiliency, psychological empowerment, and conflict management skills. A pilot 1-group, pre-post-design, 2-semester intervention used simulated experiences to enhance these skills with 60 undergraduate nursing students. Findings suggest that integration of conflict resolution skills throughout the curriculum, with repeated opportunities to practice using a variety of styles of conflict management in relation to situational factors, may be beneficial to prepare students for the challenges of today's healthcare environment.

69 citations


Journal ArticleDOI
TL;DR: While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period, and perceived stressors and coping strategies and ways to improve academic civility are discussed.
Abstract: Academic incivility can increase student stress, jeopardize learning, damage relationships, and negatively impact the academic environment. This 3-year longitudinal study measured a cohort of prelicensure nursing students' progressive perceptions of stress, coping, student-student and faculty-student relationships, and levels of academic civility. While civility scores remained mild to moderately high overall, there was a slightly declining trend over the 3-year period. Perceived stressors and coping strategies and ways to improve academic civility are identified and discussed.

59 citations


Journal ArticleDOI
TL;DR: This paper examined the lived experiences of undergraduate nursing students with faculty bullying and found that emotional experience of bullying, the giving and gaining of mutual respect, the value of resilience and persistence, and that perception is reality.
Abstract: Incivility literature has focused primarily on student-to-faculty incivility, whereas less focus has been placed on faculty-to-student bullying. This study examined the lived experiences of undergraduate nursing students with faculty bullying. Using descriptive phenomenology, this study explored these lived experiences. Themes emerged including the emotional experience of bullying, the giving and gaining of mutual respect, the value of resilience and persistence, and that perception is reality.

55 citations


Journal ArticleDOI
TL;DR: It is concluded that avatars allow students to practice in a safe environment, enhancing learning and the need now is for faculty who use avatars and virtual worlds in their teaching to plan more robust outcomes assessment that evaluates if the acquired knowledge of students, met program objectives, and achieved improved patient outcomes.
Abstract: This integrative review explored the use of avatars and virtual worlds in education, synthesizing the articles and findings and presenting implications for nurse educators. Evaluation of available publications concluded that avatars allow students to practice in a safe environment, enhancing learning. The need now is for faculty who use avatars and virtual worlds in their teaching to plan more robust outcomes assessment that evaluates if the acquired knowledge of students, met program objectives, and achieved improved patient outcomes.

36 citations


Journal ArticleDOI
Jan Emory1
TL;DR: The conceptual framework Backward Design (BD) can support and guide curriculum decisions and using BD principles in conjunction with educational models can strengthen and improve curricula.
Abstract: Nurse educators have responded to the call for transformation in education. Challenges remain in planning curricular implementation to facilitate understanding of essential content for student success on licensure examinations and in professional practice. The conceptual framework Backward Design (BD) can support and guide curriculum decisions. Using BD principles in conjunction with educational models can strengthen and improve curricula. This article defines and describes the BD process, and identifies reported benefits for nursing education.

35 citations


Journal ArticleDOI
TL;DR: The findings from this integrative review indicate the need for future development and testing of an instrument to evaluate the clinical learning environment from the staff nurse and nurse faculty perspective.
Abstract: The nature of the clinical learning environment has a huge impact on student learning. This article reviews current methods available for evaluating the clinical learning environment. Five instruments were identified that measure the clinical learning environment. All of these instruments focus solely on the student perspective of the clinical learning environment. Although gaining student input is important, there are other perspectives that offer valuable insights on the nature of the clinical learning environment. The findings from this integrative review indicate the need for future development and testing of an instrument to evaluate the clinical learning environment from the staff nurse and nurse faculty perspective.

31 citations


Journal ArticleDOI
TL;DR: The purpose of the study was to evaluate the intervention of virtual simulation to teach leadership styles to students in a master’s program in nursing education.
Abstract: According to the American Association of Colleges of Nursing’s Essentials of Master’s Education in Nursing, leadership (Essential II) and use of technology (Essential V) are key elements in a master’s nursing curriculum. Faculty members may argue it is difficult for students to act in a leadership position when in the role of a student learner in a new clinical environment. To provide students an engaging learning experience as a leader, an innovative approach involves using a virtual clinical environment. Using virtual environments is advantageous so students become comfortable with technology as well as experience challenging clinical experiences from the vantage of a leader. This pedagogy has not been well studied. Evidence regarding the effectiveness of using virtual simulation in the classroom is needed to guide faculty. The purpose of the study was to evaluate the intervention of virtual simulation to teach leadership styles to students in a master’s program in nursing education.

26 citations


Journal ArticleDOI
TL;DR: The authors discuss strategies they used, including case studies, questions asked during lecture using immediate feedback technology, creative visual demonstrations, group pathophysiologic theory projects, short videos, and games, to enhance students’ understanding and retention of content.
Abstract: The depth and breadth of pathophysiology content, foundational for nursing practice, is well suited for traditional lecture delivery. Use of creative strategies can deepen students' understanding while respecting students' diverse talents and ways of learning. The authors discuss strategies they used, including case studies, questions asked during lecture using immediate feedback technology, creative visual demonstrations, group pathophysiologic theory projects, short videos, and games, to enhance students' understanding and retention of content.

24 citations


Journal ArticleDOI
TL;DR: A classroom-to-clinical approach teaching nursing students to utilize motivational interviewing techniques to support patient behavior change through the lens of a universal prevention method is described.
Abstract: Alcohol use and other drug use affect patient healthcare outcomes. This article describes a classroom-to-clinical approach teaching nursing students to utilize motivational interviewing techniques to support patient behavior change. Through the lens of a universal prevention method, nursing students learned about reward circuit activation leading to risky substance use and the difference between addiction and at-risk use. Specific assessment tools and motivational interviewing techniques were presented in the classroom. Students then applied their knowledge in simulation laboratories and clinical rotations.

Journal ArticleDOI
TL;DR: The authors describe the new nurses’ characteristics on program entry and discuss implications for nursing education and practice.
Abstract: Multiple reports document competence gaps among employed new RN graduates. Less is known about the competence and confidence of new RN graduates who have not yet found employment in nursing. As part of an academic/practice partnership model, 4 collaboratives provided transition-to-practice programs for newly graduated and licensed, but unemployed, RNs. The authors describe the new nurses' characteristics on program entry and discuss implications for nursing education and practice.

Journal ArticleDOI
TL;DR: A remediation program was implemented during the semester break in an associate degree nursing program to increase the pass rate on the NCLEX-RN of at-risk students in a targeted medical-surgical nursing course.
Abstract: A remediation program was implemented during the semester break in an associate degree nursing program to increase the pass rate on the NCLEX-RN of at-risk students in a targeted medical-surgical nursing course. Through the use of a course management system and an adaptive quizzing program, participants were facilitated to take a more active role in their learning. Faculty mentored students and witnessed a transformation in participants through graduation. Ultimately, success of these at-risk students in passing the NCLEX-RN helped maintain this nursing program's pass rate.

Journal ArticleDOI
TL;DR: It was indicated that students’ use of EMRs at least 5 times resulted in the development of positive perceptions about their EMR experience.
Abstract: The purpose of the project was to provide students with experiences to develop their technology competency and examine student perceptions about an academic electronic medical record (EMR) as a learning tool. Nurse educators need to integrate EMRs into their curricula to give students practice in the use of electronic documentation and retrieval of clinical information. The findings of this study indicated that students' use of EMRs at least 5 times resulted in the development of positive perceptions about their EMR experience.

Journal ArticleDOI
TL;DR: The authors summarize this yearlong initiative for undergraduate and graduate nursing faculty that stimulated curriculum development and promoted genomics curriculum integration.
Abstract: Nurse faculty are challenged to keep up with the emerging and fast-paced field of genomics and the mandate to prepare the nursing workforce to be able to translate genomic research advances into routine clinical care. Using Faculty Champions and other options, the initiative stimulated curriculum development and promoted genomics curriculum integration. The authors summarize this yearlong initiative for undergraduate and graduate nursing faculty.

Journal ArticleDOI
TL;DR: Students in an RN-BSN completion program capstone course investigated and critically evaluated mobile medical applications using an information literacy conceptual framework and analyzed their potential usefulness as a resource in nursing practice.
Abstract: Students in an RN-BSN completion program capstone course investigated and critically evaluated mobile medical applications using an information literacy conceptual framework. Students also analyzed their potential usefulness as a resource in nursing practice. Student evaluations focused on usability and applicability when recommending the use of mobile applications as a point-of-care reference tools. This pilot assignment offers an innovative teaching strategy for integrating 1 aspect of informatics instruction into the nursing curriculum.

Journal ArticleDOI
TL;DR: This department profiles an effort by faculty to integrate geriatric content into the baccalaureate curriculum, as a standardized patient experience, to increase the awareness and competencies of students in dealing with aging patients with dementia.
Abstract: This department profiles an effort by faculty to integrate geriatric content into the baccalaureate curriculum, as a standardized patient experience. This content was developed for use in the senior-level psychiatric/mental health clinical course to increase the awareness and competencies of students in dealing with this aging patients with dementia.

Journal ArticleDOI
TL;DR: Findings support statistically significant relationships between the 3 variables of department head leadership, organizational commitment, and professional satisfaction and implications for leadership style exhibited by the nursing department head are discussed.
Abstract: The purpose of this research was to determine if there was a relationship between the leadership style of the nursing department head and the level of professional satisfaction and organizational commitment by nursing faculty members. The survey instrument was designed to measure the department heads' leadership style as perceived by the nursing faculty and assess the nursing faculty members' level of professional satisfaction and organizational commitment. Five schools of nursing in 2 Midwestern states, with a total of 52 full-time baccalaureate nursing faculty, were the focus of the inquiry. Findings support statistically significant relationships between the 3 variables of department head leadership, organizational commitment, and professional satisfaction. Implications for leadership style exhibited by the nursing department head are discussed.

Journal ArticleDOI
TL;DR: In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs and those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice.
Abstract: In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs Those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice The 67 outcomes that were not met were in the categories of liberal education, organizational and systems leadership, evidence-based practice, healthcare policy, finance and regulatory environments, interprofessional collaboration, and population health This research provides important evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum

Journal ArticleDOI
TL;DR: Collaborative testing may enhance learning in ways that have been recommended to promote success of minority students by increased learning of content, critical thinking skills, communication, socialization, and group process.
Abstract: A lthough nearly one-third of the US population is composed of minority groups, only 16.8% of registered nurses (RNs) are minority. An increase in underrepresented minorities in the nursing workforce has the potential to improve healthcare delivery by RNs. However, there are many challenges that minority nursing students face, including lack of financial support, family demands, poor academic preparation and study skills, language barriers, and feelings of differentness. Classroom group activities can address these barriers in several ways, such as facilitating peer support and increasing socialization. The latter leads to increased retention as feelings of loneliness and isolation decrease for students. In addition, capitalizing on making friends among their student colleagues allows students to practice language skills, explore cultural differences within a peer group, and experience critical thinking from another person’s point of view. New friendships lead to increased use of study groups with peer encouragement and motivation to persist. Collaborative testing (CT) is 1 group activity that is a learning strategy, but whether it increases student success and serves as a retention strategy has had minimal study. Collaborative testing may enhance learning in ways that have been recommended to promote success of minority students by increased learning of content, critical thinking skills, communication, socialization, and group process.

Journal ArticleDOI
TL;DR: A compacted learning bundle with a didactic component, unfolding case study, and video-recorded family conference to prepare students for a simulation on care of the dying patient is being used in 1 accelerated bachelor of science in nursing program to address students’ learning needs.
Abstract: One of the greatest challenges in nursing education lies in linking classroom content to the clinical environment. Simulation is now an established method for allowing students to practice the skills and techniques discussed in didactic nursing education and to allow this to occur in a safe, controlled environment before moving into the real world of clinical practice. Multidimensional learning bundles, such as the End-of-Life Nursing Education Consortium curriculum, provide an opportunity to link theoretical content with practice, yet time constraints may limit implementation of the full curriculum. A compacted learning bundle with a didactic component, unfolding case study, and video-recorded family conference to prepare students for a simulation on care of the dying patient is being used in 1 accelerated bachelor of science in nursing program to address students' learning needs.

Journal ArticleDOI
TL;DR: In this article, best practices for identifying and assisting students who exhibit uncontrolled stress in simulation and including a sample policy for planning are presented, along with a simulation scenario with a single learner's distress.
Abstract: Stress reactions resulting from participation in simulation scenarios are seldom reported in the literature but are often informally discussed by simulation faculty seeking guidance to manage the occurrences. Although simulation faculty members often describe events where a single learner's distress interrupted learning for all involved, no examples of policies to plan for this kind of occurrence are available in the simulation literature. This article offers suggested best practices for identifying and assisting students who exhibit uncontrolled stress in simulation and includes a sample policy for planning.

Journal ArticleDOI
TL;DR: The purpose of this article is to provide educators with guidelines on how to create and implement a multiple-patient simulation and examples for application.
Abstract: Multiple-patient simulations may be used to promote the development of leadership skills as well as patient care management. Multiple-patient simulations create opportunities that mimic real interactions encountered in clinical practice. In addition to promoting the development of these essential skills among students, these simulations also meet the needs of new graduate nurses. The purpose of this article is to provide educators with guidelines on how to create and implement a multiple-patient simulation and examples for application.

Journal ArticleDOI
TL;DR: The authors describe how a patient advocacy service-learning course increased students’ awareness and proficiency in working with the challenges low-income, vulnerable individuals face as they attempt to improve their lives and health.
Abstract: Nursing students need an in-depth understanding of how social determinants, such as poverty, unsafe housing, and illiteracy, impact the health of patients. The authors describe how a patient advocacy service-learning course increased students' awareness and proficiency in working with the challenges low-income, vulnerable individuals face as they attempt to improve their lives and health. Course learning objectives, essential requirements, and student reflections are presented.

Journal ArticleDOI
TL;DR: The results showed that the summer camp program was effective in improving nursing students’ soft skills.
Abstract: The objectives were to develop a learner-centered educational camp program for nursing students and to evaluate 4 areas of soft skills, communication ability, clinical interaction, interpersonal relationships, and social problem solving, before and after the program. The results showed that the summer camp program was effective in improving nursing students' soft skills.

Journal ArticleDOI
TL;DR: An evidence-based SET tool for content validity is examined using BSN, RN-to-BSN, and MSN student focus groups to explore individual question items and identify themes.
Abstract: Student evaluations of teaching (SET) are common and controversial, yet there is limited understanding of student perceptions of these evaluation tools. The authors examined an evidence-based SET tool for content validity using BSN, RN-to-BSN, and MSN student focus groups to explore individual question items and identify themes. Through communication and relationships with students, SET can influence teaching effectiveness and student learning, although student perceptions of individual items vary greatly.

Journal ArticleDOI
TL;DR: This article describes how 1 academic-practice partnership and nursing leadership forged new territory by creating an interprofessional dedicated educational unit (IDEU) and used that unit to educate students from multiple professions, including nursing.
Abstract: The need for the development of interprofessional education competencies is a significant topic in nursing education discussions today. The Institute of Medicine (IOM) called for common competencies in 2003 with use of interprofessional teams named as a core competency. However, teaching students from diverse health professions programs in joint core classes or constructing shared clinical experiences for multiple professions is challenging. Creating such a teaching-learning environment affords students opportunities to appreciate the knowledge/skills of various professionals in advancing quality patient care while learning as members of a team. The expectation is that students from multiple professions who are taught simultaneously will more easily work in teams upon graduation. Improving the quality of healthcare delivery continues to receive increased and ongoing attention. Evidence suggests that highly competent interprofessional teams result in better coordinated, higher-qualitypatient care, andbetter patient outcomes. This article describes how 1 academic-practice partnership and nursing leadership forged new territory by creating an interprofessional dedicated educational unit (IDEU) and used that unit to educate students from multiple professions, including nursing. APartnership as a Foundation for the IDEU A partnership refers to an arrangement where parties agree to cooperate to facilitatemutual interests. In nursing, academicservice partnerships are most often defined as strategic relationships established to advance their mutual practice, education, and research interests. One example of such a partnership is a dedicated education unit (DEU). A DEU refers to a unit within a hospital or other healthcare facilities dedicated to providing optimal patient care while simultaneously offering clinical education, such as nursing education. The national Veterans Administration (VA) system began explicitly encouraging partnership development between its healthcare systems and academic institutions through funding of VA Nursing Academy (VANA) across the United States. Despite not being federally funded as a VANA, the VA Boston Healthcare System(VABHS) forged a relationshipwith 6 schools of nursing in 2007 and called this the Northeast Region VA Nursing Alliance (NERVANA). Its mission, derived from the VA’s parent mission, is to ‘‘employ an innovative educational model to expand and enrich nursing students and faculty, to educate nursing students in the care of veterans, and to expose nursing students to the advancedmodel of medical informatics, patient safety, quality improvement, and integrated systems of care employed by the VA’s national healthcare system.’’ The academic partners comprising this partnership include Boston College, Northeastern University, Regis College, Simmons College, the University of Massachusetts–Boston, and the University of Massachusetts–Lowell. This partnership capitalizes on ‘‘economies of scale’’ for creating shared learning opportunities across partners (eg, preceptor workshops), allows individual schools to forward specific initiatives (eg, DEUs for clinical experiences), and creates new pedagogical models. The IDEU is one of the pedagogical projects contained within NERVANA. A long-term working relationship with NERVANA fostered discussions between Northeastern University’s School of Nursing and the VA BHS about how to build on experiences with DEUs to create an IDEU. With nursing taking the lead, department heads and division chairs at the VA BHS and Northeastern University’s Bouvé School of Health Sciences

Journal ArticleDOI
TL;DR: In this paper, replicable, innovative strategies to equip faculty to lead a change in nursing curricula using Kotter's 8 steps of change are described, with the goal of bridging the gap between education and practice.
Abstract: Reports indicating problems with quality and safety in our healthcare institutions have led to a change in how the science of safety and delivery of high-quality patient care is taught. Changing how students are educated requires nurse educators to be innovative in bridging the gap between education and practice. This article describes replicable, innovative strategies to equip faculty to lead a change in nursing curricula using Kotter's 8 steps of change.

Journal ArticleDOI
TL;DR: The authors describe how the immersion process of an international short-term medical mission experience can intensify interprofessional learning by addressing selected Interprofessional Education Collaborative (IPEC) competencies.
Abstract: Interprofessional collaborative practice is the key to safe, high-quality, accessible, patient-centered care. Achieving this requires the development of interprofessional competencies by health professions students as part of the learning process so that they enter the workforce ready to practice effective team-based care. The authors describe how the immersion process of an international short-term medical mission experience can intensify interprofessional learning by addressing selected Interprofessional Education Collaborative (IPEC), 2011, Core Interprofessional Education Competencies.

Journal ArticleDOI
Karen A. May1
TL;DR: Nursing faculty knowledge of the Americans With Disabilities Act requirements was low and could create barriers to student success.
Abstract: A survey was conducted to assess nursing faculty (n=231) knowledge of the Americans With Disabilities Act requirements. Only 21% (n=46) of the participants received a passing score of 78%. While 76% (n=161) knew that students must provide documentation of a disability to receive accommodation, 49% (n=104) did not recognize that an individual faculty member may be held personally liable if he/she fails to provide accommodation. Participants' knowledge of the Act was low and could create barriers to student success.