Showing papers in "Nurse Educator in 2020"

Self-efficacy and Satisfaction With Teaching in Online Courses.

Abstract: Background Growth of online education has increased the demand for satisfied educators with perceived self-efficacy in online teaching. Teaching self-efficacy is an indicator of the belief that one can make a difference in student learning outcomes. Purpose The aim of this study was to examine the level of teaching self-efficacy and satisfaction of online nursing faculty. Methods This study used a descriptive cross-sectional survey design. Faculty satisfaction was measured by the Online Instructor Satisfaction Measure, and self-efficacy for online teaching was measured by the Michigan Nurse Educator's Sense of Efficacy for Online Teaching instrument. Results The sample included 100 faculty in multiple schools of nursing who taught at least 1 online course in RN to BSN or graduate nursing programs. Overall, participants had relatively high levels of online teaching self-efficacy and satisfaction. Conclusions Teacher self-efficacy can be facilitated through faculty development and increased experience teaching online.

Learning Preferences and Engagement Level of Generation Z Nursing Students.

Abstract: Background Minimal information exists about the educational environment that will foster learning and engage Generation Z students. Purpose The purposes of this study were to identify the teaching methods that Generation Z nursing students preferred and felt were the most engaging and effective for learning and to determine their engagement level in the classroom setting. Methods This study employed a descriptive, cross-sectional design. Results Lecture with audience response clickers was the most preferred/most engaging and effective method for helping Generation Z nursing students learn, whereas assigned reading was the least preferred method. Students preferred a traditional classroom model instead of a flipped classroom. Acquiring skills was the dimension of engagement rated the highest by this group of students. Conclusions Innovative lectures that incorporate applicable visual images and audience involvement combined with simulation, videos, and case studies may encompass a teaching formula that will engage and foster learning for Generation Z students.

Strategies to Teach the National Council of State Boards of Nursing Clinical Judgment Model.

Abstract: Background There is a growing concern that novice nurses who achieve licensure do not have the clinical judgment to practice safely. The National Council of State Boards of Nursing (NCSBN) began the Next Generation NCLEX (NGN) project to find methods to better assess entry-level competency. The NGN project is based on an integrative clinical judgment model (CJM) with 6 well-defined cognitive steps. Problem Teaching and assessing clinical judgment skills using the NCSBN-CJM will take faculty planning and commitment. Approach Clinical scenarios can be used to teach clinical judgment. Using prompts, instructors can deliberately lead students through the steps of recognizing cues, analyzing cues, prioritizing hypothesis, generating solutions, taking action, and evaluating outcomes. Conclusion Committing to integrating a CJM throughout the curriculum, using realistic clinical scenarios, and having students work through all the steps of a selected model are important ways educators can help students prepare for safe clinical practice.

Telehealth Etiquette Training: A Guideline for Preparing Interprofessional Teams for Successful Encounters.

Abstract: Background Telehealth technologies have increased in many health care settings. However, much of the training that occurs regarding telehealth is vendor driven. Training that is typically offered focuses on technical aspects of using telehealth equipment, legal issues, and reimbursement. Rarely does industry training involve soft skills or "screen side etiquette" unique to telehealth encounters. Purpose The purpose of this article is to present a training program that prepares students with the unique skill set necessary to conduct telehealth visits. Methods A training program was developed to teach health care students (n = 103) proper telehealth etiquette. Preprogram and postprogram data were collected on students' understanding of telehealth etiquette. Results Results demonstrate significant improvement in knowledge in all areas of telehealth etiquette following the program. Conclusion Students recognized some improper telehealth etiquette prior to the program but improved significantly following the program.

Virtual Simulation to Increase Self-efficacy Through Deliberate Practice.

Abstract: Background To reduce performance anxiety and increase engagement in medical-surgical simulations, virtual simulation (VS) was introduced prior to complex high-fidelity simulation to increase students' self-efficacy. Problem A presimulation preparation needed to be expanded for high-fidelity simulation involving emergent clinical situations. Approach Combined frameworks of Ericsson's theory of deliberate practice and Bandura's self-efficacy theory were applied. Students completed VS scenarios until a specific score of mastery was obtained, and then the same scenario was repeated in the high-fidelity simulation laboratory. A modified self-efficacy scale survey was administered presimulation and postsimulation. Data were collected on 3 cohorts of students (n = 151) over an academic year. Outcomes VS followed by high-fidelity simulation significantly increased student perception of self-efficacy in all 3 cohorts (P = .001, P = .037, P = .005). Conclusion Preparation for high-fidelity simulation using VS increases self-efficacy and allows students to engage in the simulation experience, thus achieving higher levels of mastery through deliberate practice.

Assessing the Impact of Telehealth Objective Structured Clinical Examinations in Graduate Nursing Education.

Abstract: Background The National Organization of Nurse Practitioner Faculties supports the incorporation of telehealth in nurse practitioner (NP) education. Purpose The purpose of this article is to describe the implementation of a no-cost telehealth simulation and its impact on students in their first NP clinical course. Methods Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). Students completed an online survey about the impact of telehealth OSCE simulation both before and after the simulation. Results The students' general understanding of the field of telehealth was significantly greater after the telehealth OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. Conclusion The use of telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice.

Nurse Faculty Orientation: An Integrative Review.

Abstract: Background Nursing faculty orientations vary in length, content, and comprehensiveness; this may influence faculty effectiveness and retention. Purpose This review was conducted to identify essential elements for nursing faculty orientation and to develop an orientation checklist and index of mentor-mentee responsibilities. Methods An integrative review was conducted using the Ganong approach. The search generated 48 articles that met the inclusion criteria and were evaluated and interpreted. Results Essential elements for nursing faculty orientation were identified. Both a comprehensive orientation checklist that encompasses academic culture, teaching, scholarship, and service and an index of mentor-mentee responsibilities were created based on the evidence. Conclusion Formal orientation to the academic setting assists nursing faculty through their transition. A comprehensive checklist helps the mentor and mentee to track progress. Addressing the needs of new faculty may result in improved nurse faculty satisfaction, productivity, and retention while producing better student outcomes.

Critical Incident Techniques and Reflection in Nursing and Health Professions Education: Systematic Narrative Review

Abstract: Background The terms critical incident technique and reflection are widely used but often not fully explained, resulting in ambiguity. Purpose The aims of this review were to map and describe existing approaches to recording or using critical incidents and reflection in nursing and health professions literature over the last decade; identify challenges, facilitating factors, strengths, and weaknesses; and discuss relevance for nursing education. Methods A systematic narrative review was undertaken. MEDLINE and the Cumulative Index to Nursing and Allied Health Literature were searched using MeSH terms, returning 223 articles (2006-2017). After exclusions, 41 were reviewed. Results Articles were categorized into 3 areas: descriptions of the development of an original tool or model, critical incidents or reflection on events used as a learning tool, and personal reflections on critical incidents. Conclusions Benefits have been identified in all areas. More attention is needed to the pedagogy of reflection and the role of educators in reflection.

Emotional Intelligence and Critical Thinking in Nursing Students: Integrative Review of Literature.

Abstract: Background Emotional intelligence (EI) and critical thinking (CT) are positive attributes for nursing students throughout their nursing education and in future professional practice. Purpose The purpose was to review the literature investigating both EI and CT in prelicensure nursing students. Methods A systematic literature search of original research articles published between 2003 and 2018 was conducted using electronic databases. Emerging themes were identified using integrative review methodological strategies. Results Three themes emerged: (1) EI and CT are interdependent; (2) EI and CT are critical for success in nursing education; and (3) nursing education should enhance EI and CT. Findings are mixed regarding the usefulness of screening applicants for EI prior to admission. Conclusions Developing EI and CT skills in nursing students deserves thoughtful consideration. Further research is warranted regarding integrating strategies to enhance EI and CT skills as well as adopting EI as an adjunct admissions criterion for entrance into a prelicensure program.

Using Deliberate Practice and Simulation for Psychomotor Skill Competency Acquisition and Retention: A Mixed-Methods Study.

Abstract: Background Quality, safe patient care is dependent on graduates who are proficient in the psychomotor skills of nursing Competent skill acquisition and retention are key to reducing skill-based errors and reducing the risk of adverse patient events Purpose The purpose of this study was to explore the effect of deliberate practice combined with skill practice during high-fidelity simulation (HFS) scenarios on urinary catheter insertion skill competency and retention in prelicensure nursing students Methods A convergent, parallel mixed-methods design was used Results The group participating in skill practice before and during HFS scenarios demonstrated a reduction in errors when performing the skill and an improvement in retention of skill competency Conclusions This article describes how the combination of deliberate skill practice prior to and during HFS scenarios may improve student skill acquisition and retention

Development of a New Measure to Assess Primary Palliative Care Perceived Competence.

Abstract: BACKGROUND Many nursing schools have begun to address the gap in palliative care education. Recently released entry-to-practice competencies in palliative care can guide educators as they incorporate such material into their curriculum. In an effort to evaluate learning, educators need a reliable instrument that aligns with the updated competencies. PURPOSE This article describes the development of a new instrument to evaluate perceived competence to provide primary palliative care. METHODS The psychometric properties and performance of the new instrument in evaluating perceived competence were tested via an interprofessional palliative care simulation with medical, nursing, and social work students. Perceived competence was measured before and after the simulation. RESULTS The new instrument demonstrates strong reliability and validity, represents a unidimensional construct, and captures changes in perceived competence across time and disciplines. CONCLUSIONS The new instrument is acceptable for assessing perceived competence to provide palliative care, particularly for nursing students.

Correlating Self-directed Learning Abilities to Lifelong Learning Orientation in Baccalaureate Nursing Students.

Abstract: BACKGROUND Lifelong learning is an important part of professionalism as nurses need to maintain competency and current knowledge for practice. PURPOSE The purpose of this study was to examine the relationship between baccalaureate nursing students' self-directed learning (SDL) abilities and lifelong learning orientation. METHODS A quantitative, correlational research design was used. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning-Health Professions Students (JeffSLL-HPS). RESULTS There was a significant, positive correlation between the SDLI total scores and the JeffSLL-HPS total scores (r = 0.64, P < .0001). There also were positive correlations between the JeffSLL-HPS total scores and 4 SDL domains: interpersonal communication (r = 0.39, P < .0001), planning and implementing (r = 0.52, P < .0001), self-monitoring (r = 0.48, P < .0001), and learning motivation (r = 0. 63, P < .0001). CONCLUSION Nursing faculty should implement teaching and learning strategies that foster SDL abilities to increase lifelong learning orientation in nursing students.

Using Virtual Site Visits in the Clinical Evaluation of Nurse Practitioner Students: Student and Faculty Perspectives.

Abstract: Background The use of telehealth technology to conduct virtual site visits is an innovative strategy for evaluating the performance of nurse practitioner (NP) students in remote settings. Although there is an abundance of studies on telehealth for the remote monitoring and assessment of patients, there are limited data on its use for evaluating NP students during clinical learning experiences. Purpose The purpose of this project was to understand the perspectives of NP students and faculty on the feasibility of using virtual site visits to evaluate the students' performance during clinical experiences. Methods Online surveys were used to collect student and faculty perspectives on the use of virtual technology during clinical site observations. Results Overall, students and faculty reported positive experiences with the virtual site visits. Conclusion Virtual site visits are feasible in most clinical settings.

Creating an Engaging Learning Environment Through Video Discussions.

Abstract: O nline education has seen unprecedented growth overthe lastdecade,withmorethan6millionstudents having taken at least 1 online class, comprising 31.6% of all higher education enrollment. These numbers represent an overall growth in online learning of 17.2% since the year 2012. While this learning environment allows for easier access to education, alongwith flexibility and convenience, it has beenmetwith greater attrition and lower graduation rates than face-to-face programs. One of themain reasons for attrition is a lack of engagement that can lead to a feeling of isolation. As enrollment in online education continues to grow, faculty are responsible for designing engaging courses that promote collaboration. Traditionally, online faculty have used flat one-dimensional text-based discussion forums to promote collaboration and student engagement. In discussion forums, students are directed to post their answer to a question and then reply to 2 ormore of their peers in a scholarlymanner that enhances discussion. While in theory this method should adequately replace a live classroom discussion, text-based discussions often do not promote authentic communication. An alternative to traditional discussion boards is video discussions. This article explores the use of Flipgrid (https://flipgrid.com/) as an example of a platform for video discussions with online graduate nursing students to promote collaboration and student engagement.

Compassionate Teaching Strategies Amid the COVID-19 Pandemic.

Abstract: A s the chaosof coronavirusdisease2019 (COVID-19) unfolded during the winter and spring 2020, nurse educators and students faced unprecedented challenges and concerns. The coronavirus pandemic forced administrators, educators, and students to think outsidethe-box, outside-the-classroom, and outside-the-physicalboundaries of campus.Numerous logistical challenges during COVID-19 included leaving residential campus life, finding uninterrupted study/workspaces away from family, and learning tonavigate online classrooms, online testing, and virtual clinical practice. Frontline clinicians dealt with additional concerns such as fear of viral exposure, difficult working conditions, escalating case numbers, and compassion fatigue. Perhapsmost challenging of all, however, were the emotional ones. Labile emotions such as fear, anger, anxiety, and frustration led to emotional exhaustion and difficulty adjusting to the current life and educational circumstances. Kübler-Ross' Stages of Grief (denial, anger, bargaining, depression, and acceptance) is used as the framework to guide discussion about compassionate teaching (CT) strategies during the COVID-19 pandemic. Considering the losses experienced (eg, normal academic semesters, clinical site access, social closeness) in these uncertain times, students looked to educators to be compassionate and to role model coping strategies. The purpose of this article is to discuss how CT strategies were used with students during this pandemic.

Maximizing Effectiveness of the Holistic Admission Process: Implementing the Multiple Mini Interview Model.

Abstract: BACKGROUND Nursing programs have responsibility to become more holistic in admission practices, ensuring they admit applicants based on more than grades and test scores to determine the best fit for their program PROBLEM One frequently cited holistic admissions barrier is incorporating qualitative measurement of applicant characteristics through interviews Finding the best interview model is a challenge, depending on a program's intent to learn about applicants APPROACH This article describes the planning and implementation process for incorporating the Multiple Mini Interview (MMI) model into an existing holistic nursing program admission process OUTCOMES MMI model implementation resulted in more congruency in student attributes with the college vision, mission, and values and increased diversity CONCLUSION An efficient, well-organized MMI interview model was implemented, allowing achievement of overall admission goals and ensuring selected applicants demonstrate attributes aligned with college values and vision and increased diversity

Development of Prelicensure Nursing Competencies in Caring for People With Disabilities Through Delphi Methodology.

Abstract: Background People with disabilities (PWDs) experience significant health disparities. The complex experience of disability requires that nurses are adequately and deliberately prepared to care for PWDs. However, there are no recognized nursing competencies to direct education and care. Purpose The purpose of this study was to develop a set of nursing competencies to better prepare prelincensure nursing students to provide competent care to PWDs. Methods A 2-round Delphi survey was administered to experts in the field of disabilities (n = 47, n = 35). Quantitative and qualitative methods were used to analyze data. Results Three major themes emerged: unique knowledge, volume and repetition, and distinct disability culture. Competencies were reduced with a focus on 4 dimensions: environment and care, communication, culture, and referral. Conclusions The 12 new competencies can serve as the foundation for the inclusion of disability content in nursing curricula.

Fostering Civility in Learning Conversations: Introducing the PAAIL Communication Strategy.

Abstract: Background Civility, psychological safety, and effective stress management are essential for meaningful learning conversations. Problem Incivility triggers fear and humiliation, impairs clinical judgment and learning, reduces psychological safety, and increases cognitive load. These factors converge to make learners less likely to incorporate feedback, speak up when there is a problem, and discuss practice errors and patient safety issues. Approach The authors combined the Basic Assumption and the PAAIL (Preview, Advocacy1, Advocacy2, Inquiry, and Listen) conversational strategy to help surface (rather than obscure) both educators' and learners' thinking. The synergy of these 2 strategies allows educators to identify individual learning needs and develop the learners' clinical judgment skills. This process improves learning by reducing incivility and cognitive load, improving psychological safety, and strengthening clinical judgment skills. Conclusion This conversational strategy can minimize stress and anxiety in learners and optimize learning.

DNP Program Faculty and Graduates' Knowledge and Use of QI and Safety Processes.

Abstract: Background Across doctor of nursing practice (DNP) programs, wide variation exists for DNP project expectations and curricular integration of Quality and Safety Education for Nurses competencies. Purpose This study examined DNP project characteristics and compared knowledge, skills, and attitudes about quality improvement (QI) processes between DNP program faculty and graduates. Methods This descriptive study used a national convenience sample of DNP program faculty and graduates from multiple settings (N = 147) who completed an electronic survey of a modified version of the Quality Improvement Knowledge, Skills, and Attitudes Survey. Results Most DNP projects were QI/practice improvement (85.5%) and required interprofessional collaboration (65%) and implementation of a practice change (55.8%) with evaluation (65.5%). DNP program faculty (n = 73) and graduates (n = 30) had no significant differences in QI knowledge or skills; faculty reported less confidence in their knowledge (P = .002) and skills (P = .007) than graduates. Conclusions Faculty development efforts to improve QI knowledge and skills for DNP program faculty are needed.

A Statewide Curriculum Model for Teaching Simulation Education Leaders.

Abstract: Background The Maryland Clinical Simulation Resource Consortium (MCSRC) was funded to increase the quality and quantity of simulation used in nursing education. Problem Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. Approach The MCSRC developed a statewide curriculum model for a 3-day train-the-trainer program framed in theory and grounded in evidence. The program teaches nurse educators across 3 levels: novice, competent, and expert. Outcomes The evaluation plan was developed using Kirkpatrick's 4 levels to measure outcomes of the program. Self-confidence, satisfaction, knowledge, and behavioral changes have been realized. Nurse educators are now using theory, standards, and guidelines when conducting simulation-based experiences. Conclusions The curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.

Exploring the Utility of Entrustable Professional Activities as a Framework to Enhance Nurse Practitioner Education.

Abstract: Background Entrustable professional activities (EPAs) are used in medical education in the assessment of clinical competence, but consideration of EPAs in nurse practitioner (NP) education is emerging. Problem There are critical points in the NP educational trajectory when a student should demonstrate requisite knowledge and abilities. It can be challenging to assess and measure clinical proficiency in a way that can be clearly interpreted by students, faculty, and preceptors. Approach NP faculty reviewed a set of medical EPAs that were linked with physician competencies to determine if they related to national NP competency areas and learning activities in their curriculum. Conclusions Several NP competency areas (8 of 9) related to these EPAs, and the learning activities also related to multiple EPAs. Although further work would be needed to tailor EPAs to the NP role and link them specifically with NP competencies, EPAs may offer another valuable method for clinical evaluation of NP students.

What's Race Got to Do With It? A Close Look at the Misuse of Race in Case-Based Nursing Education.

Abstract: F or decades, race has been included as one of the essential components of the introduction to case scenarios in clinical education. On hearing the case introduction, the student is taught to begin the clinical reasoning process and consider the information in this case stemas a foundation for determining thepatient's potential risk factors. Examples such as “a 49-year-old African American woman with abdominal pain” or “an 8-yearold Hispanic boy with respiratory distress” are commonplace in case-based learning and imply that age, sex, and race are equally as relevant to the case as the chief complaint. This practice is problematic in many ways.More often than not, race has no bearing on the trajectory or outcome of the case scenario, and itsmentionprominently in the case stem may lead students to search for a connection where there is not one. Educators who try to diversify their case scenariosmay inadvertently use examples that support stereotypesandmisinformationaboutracialgroups.Thisnot only perpetuates bias and profiling in clinical practice but also further marginalizes students from underrepresented backgrounds right in their own learning environment. Fundamentally the greatest concern is that teaching students to have preconceived notions about a patient on the basis of race ignores one of the central tenets of nursing: patient-centered care. This article describes the historical background behind themisuseof race in case-based clinical educationand identifies the factors that contribute to thisproblem.Alternative approachesareprovided topromoteappropriate andeffective incorporation of race into case-based learning that better supports cultural sensitivity and social context in patient-centered nursing education.

Sick Students: Presenteeism Among Nursing Students in 3 Countries.

Abstract: Background Presenteeism, the act of going to work while sick, is associated with increases in medication errors, patient falls, diminished quality of care, and higher costs. To date, presenteeism has not been described among nursing students. Purpose This study described presenteeism in nursing students from 3 different international nursing programs. Method A self-administered survey with open-ended responses was used. Results While nearly all student respondents believed going to class and clinical experiences put their classmates and patients at risk, the overall presenteeism rate was 85.5% for class and 69.5% for clinical experiences. Although there were significant differences between universities for reasons for presenteeism, a lack of opportunity for making up missed lecture or clinical time predominated. Conclusion Nursing students in 3 culturally different cities reported going to class and clinical experiences while sick despite recognizing the safety risk.

Establishing Meaningful Learning in Online Nursing Postconferences: A Literature Review

Abstract: Background Effective teaching and learning strategies in online postconference can assist students to find meaning within clinical experiences. Purpose To explore this, we completed a literature review about meaningful learning in online clinical postconferencing in prelicensure nursing education. Methods Articles that were peer-reviewed, published within the last 10 years, written in English, and addressed online learning in clinical postconferences in prelicensure nursing programs were included. Results Analysis revealed the following themes: connecting theory to practice, reflective practice, impact on future practice, peer and instructor support, mentoring and leadership development, giving and receiving feedback effectively, critical thinking, and engagement of active learners. Gaps were evident with minimal evidence-based practice described related to postconferences in general. Additionally, there is limited discussion of online postconferencing. Conclusions Understanding the nuances of meaningful learning in online postconference is critical to facilitating students' ability to connect theory to practice.

Three-Generation Academic Mentoring Teams: A New Approach to Faculty Mentoring in Nursing.

Abstract: Background New faculty are often not prepared for a career in academia, and the transition can be challenging. They often come from practice environments where work expectations are clearly delineated. Problem Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. Results of the hierarchical dyad method have been mixed. Approach Three generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both. Conclusions Providing new faculty with 2 mentors in a constellation format, along with the opportunity to network during structured mentoring meetings, contributed to a smooth onboarding of new faculty and provided scholarship support for the midcareer faculty member.

Restrictions on Nursing Students' Electronic Health Information Access.

Abstract: Background Restrictions on students' use of electronic health information have been anecdotally reported as a threat to clinical learning, development of informatics competency, and adherence to personal health information privacy laws. However, evidence on which informatics education and policy strategies can be designed is lacking. Purpose This study describes the scope of nursing students' access to and use of electronic health information systems as reported by clinical instructors. Methods Clinical faculty (n = 193) in prelicensure programs from 25 states completed the online survey. Results Students are often restricted in retrieving patient health information, charting assessment data and delivered care, and using medication administration systems. Students alternatively use faculty or staff nurses' system security access. Conclusions Results suggest the need for critical review of nursing curriculum related to informatics competency and clinical site health records access policies.

Asthma Medications: A Think-Pair-Share-Square Activity for Nursing Students.

Abstract: M edication safety is critical knowledge for licensure examination and practice, yet it remains a challenge for educators to develop effective activities for students to apply pharmacology concepts. Pharmacology is often taught through lecture and test format, but evidence shows students need opportunities for application to achieve deep learning and develop higherorder thinking skills. Cooperative learning strategies, which allow students to tackle work just beyond their individual abilities, are often used to foster higher-order thinking skills. Think-pair-share is a cooperative learning strategy in which students work together, usually during class, to share knowledge about a question or assignment. We used this approach to teach asthma medications, common medication errors, and drug-drug interactions to nurse practitioner students. Student pairs identified 10 errors in a patient's report of home asthma medication use from a clinic note. Pairs of students then formed “squares,” compared responses, and discussed rationales. Correct responses were provided by faculty and discussed as a group at the end. Student feedback indicates the activity was a useful and engaging way to apply pharmacological content. Students valued the use of the “square” and reported that part of the approach was helpful in validating answers when initial pairs disagreed.

Evidence-Based Interventions for Retention of Nursing Students: A Review of the Literature.

Abstract: Background There is a need to better understand effective student retention strategies in nursing. Purpose This review of course and program interventions reported in the nursing literature is intended to highlight interventions, supported by evidence, to graduate more enrolled students and recommend areas of retention efforts that need further research. Methods The PRISMA search strategy was used to identify and narrow the number of relevant studies. A scoring instrument to evaluate rigor, reliability, and validity of interventions was adapted from a valid and reliable tool used to evaluate studies using a health care education intervention. Results Evidence-based interventions that improved retention included retention program/specialist, robust orientation, mentoring and tutoring, stipends, and remediation. Conclusion Nurse educators are independently striving to improve retention rates of nursing students. Implementing evidence-based interventions will advance this effort.

An Integrative Review Examining Student-to-Student Incivility and Effective Strategies to Address Incivility in Nursing Education.

Abstract: Background Incivility is a low-intensity, discourteous behavior intended to disrupt or harm positive interaction. If allowed, student-to-student incivility can undermine the educational environment. Purpose The purpose of the integrative review was to examine factors influencing incivility among nursing students and teaching strategies used to reduce incivility in nursing education. Methods Qualitative and quantitative studies were reviewed. The Johns Hopkins Research Evidence Appraisal tool was used to narrow down the selection of articles. Content analysis was used to evaluate the qualitative research. Results Five major points of interest were identified: workload and high expectations contributed to incivility, degrees of incivility, effects of incivility, coping mechanisms among individuals, and effective teaching strategies addressing incivility. Conclusion Continued research on innovative teaching strategies that raise awareness of civility while reducing incivility is warranted.

Nursing Education and Inclusion of LGBTQ Topics: Making Strides or Falling Short?

Abstract: D espite increasing social toleranceof sexualminorities in the United States, the lesbian, gay, bisexual, transgender, and queer (LGBTQ) community continues to experience discrimination and homophobia in the health care system. Empirical evidence suggests that discrimination and social stigma increase a person's risk for a number health-related issues including psychiatric disorders, sexually transmitted infections, and substance abuse. Stigma in the health care setting can range from overt discrimination, such as refusal of a health care provider to deliver care to an LGBTQ patient, to inadvertent forms of bias including use of nonaffirming language and a lack of knowledge regarding LGBTQ health. This knowledge gap may force LGBTQ patients to take on the role of “educator” and inform providers about the unique health needs of the LGBTQ community. As with any minority population, efforts to improve LGBTQ health begin with identifying the issues that contribute to thedisparities.Whilemanycomplex factors contribute to this issue, research has consistently shown that LGBTQindividualsoftenavoidseekinghealthcarebecause of the stigma, discrimination, andmistreatment experienced in the health care setting. The nursing workforce constitutes the largest subset of health care professionals; as such, nurses possess the ability to significantly impact health outcomes and the quality of care LGBTQ patients receive.