Showing papers in "Nursing education perspectives in 2020"

Reducing Nursing Student Anxiety in the Clinical Setting: An Integrative Review

Abstract: Aim The aim of this review was to examine nonsimulation strategies to reduce undergraduate nursing student anxiety in the clinical setting. Background The anxiety nursing students often experience during clinical rotations can affect their academic performance and interpersonal interactions. Method An integrative review was undertaken following guidelines by Whittemore and Knafl. The search was limited to articles published from 1999 to 2018 to increase the likelihood that they included the generations of students currently most prevalent in nursing programs, millennials and generation Z. Results Most researchers (17 studies) supported their interventions as somewhat effective in reducing nursing student anxiety in the clinical setting. A number of limitations of the research were identified. Conclusion Various faculty-led and student-led interventions may reduce student anxiety in the clinical setting. Further rigorous research on this topic is needed to provide a strong evidence base for such interventions.

Can You Escape Nursing School? Educational Escape Room in Nursing Education.

Abstract: Escape rooms, a form of collaborative live-action gaming requiring participants to solve clues to escape a locked room, have grown in popularity across the nation. Games bring together problem solving, critical thinking, and teamwork. This game method has not yet appeared in nursing education literature. The authors describe two versions of the innovative escape room pedagogical method used in undergraduate nursing education. Theoretical bases, learning activities, and types of game clues that could be used are detailed. Future research will address the ability of students to reach learning objectives before and after the game.

A Review of Clinical Informatics Competencies in Nursing to Inform Best Practices in Education and Nurse Faculty Development.

Abstract: Aim The aim of this literature review was to determine the state of the science related to clinical informatics competencies of registered nurses and to determine best practices in educational strategies for both nursing students and faculty. Background Continued emphasis on the provision of evidence-based patient care has implications for requisite informatics-focused competencies to be threaded throughout all levels of nursing educational programs. Method Whittemore and Knalf's five-step integrative review process guided this research. An extensive search yielded 69 publications for critical appraisal. Results Results suggest nursing educational programs do not adhere to standardized criteria for teaching nursing informatics competencies. Another identified literature gap was the scarcity of research related to informatics training requirements for nurse educators. Conclusion Findings support the need for continued research to provide clear direction about the expected clinical informatics competencies of graduate nurses and what training faculty need to facilitate student learning.

Nurse Educators' Guide to Clinical Judgment: A Review of Conceptualization, Measurement, and Development

Abstract: Aim The purpose of this article is to define clinical judgment, examine valid and reliable instruments to measure the construct, review established strategies by which to develop it, and propose key future nursing education research priorities in clinical judgment. Background A pressing interest in prelicensure nursing students' clinical judgment development has emerged in response to the National Council of State Boards of Nursing project Next Generation NCLEX. Method Sequential literature reviews uncovered six instruments that measure clinical judgment and 24 studies that demonstrate the effects of high-fidelity simulation on clinical judgment in prelicensure learners. Results Six themes emerged: number of simulation-based experience exposures, specific nursing specialty simulations, debriefing and its effect on clinical judgment, assessment, clinical decision-making, and reflection. Conclusion Based on these results, key future research priorities investigating the effects of interprofessional simulation and simulation in the classroom were identified.

How Nurse Educators Perceive the Transition From the Traditional Classroom to the Online Environment: A Qualitative Inquiry.

Abstract: Aim This study was conducted to explore the experiences of nurse educators who transitioned from traditional classroom to an online learning environment, either 100 percent online or in hybrid courses. Background Online education is an effective way to reach students; however, online education requires a different pedagogy than the traditional classroom. Method Nurse educators who transitioned from traditional classroom to online environments (100 percent online or hybrid) were interviewed using 13 guided interview questions designed to explore the challenges experienced during the transition. Results Challenges nurse educators experienced included a need for professional development for learning a new pedagogy and learning management system, technological support, mentorship in transitioning to the new mode of teaching, and a mind shift in teaching to a different pedagogy. Conclusion The results provide practical information for nurse educators who may be interested teaching online courses.

Underrepresentation of Racial Diversity in Simulation: An International Study.

Abstract: Aim The purpose of this study was to: 1) examine the presence of racial diversity in simulation centers globally and 2) determine the opinion of the simulation community related to incorporation of a diversity component into international simulation standards. Background Leading organizations in nursing education recommend improved efforts toward diversity and inclusion. Research suggests a lack of diversity in simulation-based education. Method This study employed a mixed-methods design. Results Quantitative results demonstrated an underrepresentation of racial diversity in manikins, body parts/task trainers, standardized patients, and simulation facilitators. Two thirds of respondents indicated that international simulation standards should recommend a diversity component. Qualitative findings indicated categories of: 1) challenges of purchasing, realism, and availability; 2) importance of diversity in simulation; 3) representation of the regional population; 4) more diversity considerations needed; and 5) presence of diversity. Conclusion There is a continued need for diversity advocacy efforts in nursing education.

NLN Core Competencies for Nurse Educators: Are They Present in the Course Descriptions of Academic Nurse Educator Programs?

Abstract: AIM As an initial approach to determining representation of the NLN Core Competencies for Nurse Educators in Master's of Science in Nursing Education and Post-Master's Certificate programs, the study identified the presence of the competencies in course descriptions. BACKGROUND The competencies are the gold standard to ensure academic nurse educators have the knowledge and skill to teach, assist learners, develop curricula, and implement effective evaluation methods. METHOD A descriptive design that applied web scraping techniques was used to collect data from school web pages, including course descriptions, credit hours, practica information, distance accessibility, and Certified Nurse Educator exam preparation. RESULTS Four competencies were well represented (≥85 percent), and four competencies were poorly represented (<50 percent) in a sample of 529 schools. CONCLUSION Programs should review courses and course descriptions for inclusion of all competency areas that prepare nurse educators and make revisions to address poorly represented competencies.

Simulation-Based Interprofessional Education in a Rural Setting: Development and Evaluation of a "Remote-In" Telehealth Scenario

Abstract: Simulation-based interprofessional education (IPE) is challenging to implement, especially on rural campuses. This article describes an innovative approach to IPE implementation using telehealth technology. Twenty-nine interdisciplinary students (nursing, pharmacy, and medical) participated in a simulation-based IPE scenario using a telehealth robot. Student experiences were evaluated using a mixed-methods approach. Surveys and video-recorded debriefing sessions revealed the majority of students felt the experience was superior to their previous IPE experiences, facilitated better understanding of disciplinary roles, and provided experience using telehealth tools. Programs considering this approach should have strong community partnerships, institutional support, and shared vision among key stakeholders.

An Examination of Simulation Prebriefing in Nursing Education: An Integrative Review.

Abstract: Aim The aim of the integrative review was to examine the prebriefing phase of simulation as the foundation for the learning experience of nursing students and to determine effective prebriefing activities to enhance learning. Background There are currently no frameworks or specific time allotments for prebriefing comparable to those implemented for debriefing. Method Eight electronic databases were searched for the period 2012 to 2019. Six studies were selected based on relevance and inclusion. Whittemore and Knafl's integrative review framework was used for data analysis. Results The studies reviewed answer how to effectively prepare students for simulation to enhance their learning and have a positive effect on clinical judgment and self-confidence; yet, prebriefing is not considered the foundation of the simulation experience. Conclusion A well-designed prebriefing process is essential to high-quality simulation experiences. Standardization of this process has yet to be established.

Nonacademic Factors That Influence Nontraditional Nursing Student Retention

Abstract: The purpose of this study is to identify the most supportive and restrictive factors contributing to students' ability to persist through nursing program course completion as perceived by 59 nontraditional students enrolled in a nursing associate degree program. The Student Perception Appraisal-Revised tool was used. Results include that encouragement by friends within school is the top supportive factor, while financial status was found to be the most restrictive factor. Students' perceptions of why they are not successful in staying in school may help nurse educators to plan and implement changes for improvement based on changing student needs.

Examining Relationships Between Resilience Protective Factors and Moral Distress Among Nursing Students.

Abstract: A correlation pilot study was conducted to examine relationships between resilience protective factors and moral distress associated with clinical practica in nursing students. Aggregate moral distress rating was x = 3.67. Two of four resilience protective factor subcategories demonstrated significant inverse correlations with moral distress rating. Inverse correlations were found between social support and moral distress (r = -.27, p < .05) and between goal efficacy and moral distress (r = -.37, p < .01). The findings should help educators prioritize resilience-enhancing educational strategies.

Exploring Online RN-to-BSN Student Perceptions of Learner Presence.

Abstract: Aim The aim of this study was to describe how RN-to-BSN student and program-specific characteristics influence student perceptions of learner presence (LP) in the online learning environment. Background Online RN-to-BSN students represent a diverse group of practicing nurses who must balance multiple obligations and challenging learner requirements. LP represents the student's perceptions of being close to and interacting with faculty and peers within the online learning environment. Method A descriptive, exploratory design was used to examine the relationship between participant perceptions of LP and student and program characteristics. Results Findings describe student and program characteristics and perceptions of LP. Significant findings revealed that more collaborative assignments were associated with higher perceptions of LP; individual assignments resulted in lower perceptions. Conclusion This study may enhance faculty understanding of this population of students and the extent to which course activities impact students' communication and collaboration to meet online learner requirements.

An Evaluation of an Extended Intervention to Reduce Plagiarism in Bachelor of Nursing Students.

Abstract: Pre- and postintervention surveys of first-year nursing students were undertaken to establish the students' knowledge of plagiarism following implementation of an online library-based Academic Integrity Module and the use of plagiarism detection software. Knowledge and understanding of plagiarism improved, but students' ability to paraphrase remained poor. Students entering postsecondary educational institutions require ongoing support and learning opportunities to improve their skills in paraphrasing and referencing to avoid plagiarism.

Mindfulness Meditation and Anxiety in Nursing Students.

Abstract: This quasi-experimental study used a convenience sample of nursing students (n = 49) to evaluate the effectiveness of mindfulness meditation on anxiety. Students participated in mindfulness meditation sessions and completed the State-Trait Anxiety Inventory. A statistically significant reduction in trait anxiety was found in the intervention group (p = .000); state anxiety decreased but not significantly. In contrast, anxiety increased significantly in the comparison group, but progression was not significantly different between groups. Trait anxiety may decrease with mindfulness meditation.

Graduate Nursing Telehealth Education: Assessment of a One-Day Immersion Approach.

Abstract: The ability to effectively understand and utilize telehealth technologies is an important skill for health care providers. Currently there is limited literature on integrating telehealth education into health care curricula. This article describes a one-day telehealth immersion event for graduate nursing students that combined lectures with hands-on training. Feedback from students was positive, and all participants expressed a need for telehealth education before graduating with an advanced practice nursing degree.

A Randomized Trial of Multiple-Patient Simulation Preparation to Improve Novice Nurses' Competence and Self-Efficacy.

Abstract: Aim The purpose of the study was to determine best practices for multiple-patient simulation (MPS) preparation and frequency to improve behavioral performance in nursing students. Background MPS provides a safe environment for novice nurses to practice priority setting, delegation, and multitasking, but evidence for best practices is needed. Method A multisite, blinded, randomized trial was conducted to evaluate the effect of three simulation preparation methods (expert modeling, voice-over PowerPoint, and reading assignments) on students' competence and self-efficacy for providing care to multiple patients in the simulation lab. Participants (n = 73) were enrolled in capstone clinical courses at two schools of nursing. Results Though there was no difference in raw change in competence score among the study groups, there was a statistically significant difference in pretest and posttest scores. The change in self-efficacy did not correlate with the change in competence. Conclusion These findings will help educators understand how novice nurses benefit from repeated MPS activities.

African American Nurses Describe Experiences of Mistrust and Trust While in Nursing School.

Abstract: AIM This qualitative descriptive study is a secondary analysis of previously collected data to describe the consequences of the racial experiences of nursing school for African American students. BACKGROUND African Americans' health outcomes are negatively influenced by racism and historic oppression. A racially integrated health care workforce can improve health outcomes, yet nursing does not attract or retain an adequate number of African American students. METHOD The sample for this qualitative descriptive study included 14 African American nurses who reflected on their nursing school experiences. RESULTS Two key paradoxical themes across the transcripts were mistrust and trust of European American faculty members. CONCLUSION While working to build trusting relationships with African American students, forge relationships over time, and serve as mentors, faculty members need to understand the impact of societal stereotypes and mistrustful behaviors (e.g., stereotyping, saying one thing and doing another, using a double standard).

Facilitating the Academic Success of International PhD Students.

Abstract: Aim This article discusses the challenges of international PhD nursing students and recommends strategies to support them. Background Approximately 10 percent of the students enrolled in research-focused nursing doctoral programs in the United States are non-US residents, challenging schools of nursing to examine ways to support these students. Method We searched five electronic databases using international student* AND doctoral OR graduate as search terms; we integrated the authors' experiences. Results Faculty and peer support can promote a smooth transition into the United States. Participating on research teams or school committees promotes academic socialization. Dissertation work has multiple unique challenges, including international relevance of topics, translation, funding, and location of the research. Conclusion Faculty advisers and universities can facilitate student adjustment. Once international students become familiar with the academic requirements and culture, they have the capacity to contribute rich, diverse perspectives that greatly enhance the quality of PhD education.

Comparing Virtual Reality Telepresence and Traditional Simulation Methods: A Pilot Study.

Abstract: Virtual reality (VR) could enable clinical simulation centers to reach the teaching capacity of traditional hospital practica. This study quantitatively tests VR telepresence against two traditional simulation learning methods using a within-subject design and the Presence Questionnaire. Eight nursing students were randomly assigned and rotated through simulation participation, VR observation, and television observation conditions, completing a questionnaire after each condition. Each condition had a significant effect on presence. Simulation participation yielded the highest perceived presence, followed by VR, and lastly by television observation. This pilot study probed for effect and feedback that will inform a larger experiment.

Who Wants To Be a Nurse? Understanding Emirati Female Students' Knowledge and Attitudes About Nursing as a Career.

Abstract: Aim The aim of this study was to increase understanding of female high school students' intentions to pursue a nursing career. The objective is to explore theories on attitudinal research and propose a research model that examines the relationship between attitude, knowledge, and impact on intention to pursue a nursing career. Background There is a paucity of research on understanding the reasons for the shortage of local nurses in the United Arab Emirates. Method Data were collected from 157 female high school students. The research model was empirically tested using standard procedures. Results Findings support some of the proposed direct and interactional effects. Attitude is a predictor of intention of high school students to pursue a nursing profession. The interaction effect of attitude and knowledge significantly predicts intention. Conclusion The study calls for further investigation on the effects of attitude and knowledge on students' intention to pursue a nursing career and bring about changes in thinking.

The Professional Identity in Nursing Initiative.

Abstract: tiative known as the International Society for Professional Identity in Nursing. Professional identity is a core foundation of the nursing profession, exemplified by Nightingale as she provided care to soldiers during the Crimean War while also working to ensure that hospitals were sanitary with sufficient provisions. We define professional identity in nursing as “sense of oneself, and in relationship with others, that is influenced by characteristics, norms, and values of the nursing discipline, resulting in an individual thinking, acting and feeling like a nurse” (Godfrey & Young, 2020). Five attributes describe professional identity in nursing:Doing, Being, ActingEthically, Flourishing, andChanging Identities (Godfrey & Young, 2020). • Doing: Embraces society’s rules and expectations as well as professional standards or codes...functioning within boundaries of prescribed roles at any given time [and] function[ing] within their scope of practice. • Being: Making decisions from a framework of rightness... based on an individual’s core values. This is an inherent quality...guided by an internal locus of control prompting individuals to behave appropriately in the context of situations. • Acting Ethically: Operating from a foundation of values and making fair and just decisions personally and professionally without allowing biases to cloud interferencewhile being aware that they exist...maintaining confidentiality with patient information. • Flourishing: There is continuous positive personal and professional growth on a continuum. Individuals undergo a metamorphosis and transform to a higher level of maturation and well-being personally and within the profession. • Changing Identities: As we progress through developmental stages in life, multiple identities emerge. It is important to understand how these identities may change and new behaviors accompany these changes. Understanding transition in...identities is important for growth and for professional identity to occur.

Are Nursing Students Learning About Social Determinants of Health

Abstract: Nurses must be knowledgeable about social determinants of health (SDH) to provide holistic care with improved patient outcomes. When evaluating the Baccalaureate of Science in Nursing curriculum, it is unclear if SDH are adequately identified, assessed, and discussed, or if students grasp their importance. To move to a population health approach, faculty need to be more inclusive of community and public health. For purposes of this study, the factors comprising SDH were identified as childhood experiences, housing, education, social support, family income, employment, communities, and access to health services. These eight factors were used to categorize participants' qualitative responses to baseline and completion surveys.

A National Study Across Levels of Nursing Education: Can Nurses and Nursing Students Accurately Estimate Their Knowledge of Evidence-Based Practice?

Abstract: Aim This national study sought to: a) describe the evidence-based practice (EBP) knowledge levels of nursing students enrolled in baccalaureate through doctorate of nursing practice programs; b) examine relationships between objective and subjective EBP knowledge measures; c) describe correlations between educational and demographic factors and EBP knowledge; and d) further evaluate validity and reliability evidence for the Evidence-Based Practice Knowledge Assessment in Nursing. Background Rigorous evaluation of students' EBP knowledge across nursing program levels is vital to enhancing education and patient care. Method A cross-sectional, correlational design using large-scale survey procedures was used in this study. Results Mean Evidence-Based Practice Knowledge Assessment in Nursing scores (N = 674 respondents from five universities in the United States) increased with greater levels of nursing education degree attainment. A weak, positive correlation was found between objective and subjective EBP knowledge measures (r = .13, p = .001). Conclusion More research is needed to identify effective approaches to EBP education in nursing programs.

Exploring Grit Among Black Prelicensure Nursing Students.

Abstract: Unequal representation of black nurses in the workforce continues to plague the nursing profession. Preconceptions and understandings of the discipline are underpinned by the dominant white racial makeup, which may challenge ethnically diverse nursing students' perceptions of their ability for success. The need for a diverse nursing workforce includes the challenge of enticing minority students into and successfully through prelicensure programs. This study of attributes of grit in the lived experiences of black nursing students revealed evidence including consistent efforts and perseverance to reach goals in the participants' stories.

The Impact of Positive Space Training on Students' Communication With LGBTTQ+ Communities.

Abstract: The lesbian, gay, bisexual, transgender, two-spirit, and queer (LGBTTQ+) communities have experienced discrimination from nurses and other health care professionals, resulting in health inequity. The purpose of this study was to examine the impact of positive space training on students' knowledge and comfort level with LGBTTQ+ communities. A quasi-experimental study with surveys and focus groups was conducted with 160 students. All participants perceived an increase in knowledge and comfort in communicating with LGBTTQ+ people after training. Positive space training can be part of the bank of learning strategies we offer students to increase their knowledge and comfort when interacting with LGBTTQ+ communities.

Teaching Concepts to Nursing Students Using Model Case Studies, the Venn Diagram, and Questioning Strategies.

Abstract: Teaching nursing students to use clinical judgment is integral to successful student outcomes. Conceptual learning is at the forefront of nursing education to help students transfer didactic learning to clinical settings where clinical judgment is practiced. This article proposes the use of three interactive teaching/learning methods - model case studies, the Venn diagram, and questioning strategies - as methods to help nursing students think conceptually, that is, to think like a nurse. The concept of gas exchange is presented as an example of how these teaching/learning methods can be used; these methods are applicable to any nursing concept.

Planning and Implementing Disaster Drills for Undergraduate Nursing Students.

Abstract: As a component of disaster response, nurses need to understand their roles in preparing for and responding to a disaster. Limited evidence regarding educating undergraduate nursing students for disasters exists. An interdisciplinary disaster drill was developed and implemented at a university nursing program. Challenges in preparing the students without giving specific details and ways of providing a more realistic experience continue to be addressed. Continued evaluation of the simulation and making identified changes to the interdisciplinary disaster drills will improve student learning and help to prepare future nurses for disasters.

Applying Simulation Design Criteria to Non-Manikin-Based Experiences: A Modified ShadowBox Technique.

Abstract: Creating simulation-based learning experiences is a process. With tools such as the 2016 INACSL Standards of Best Practice: Simulation Simulation Design and theories to guide development, nurse faculty have the opportunity to create rich simulation-based learning experiences that promote student learning. The purpose of this article is to describe an innovative simulation-based experience that applies simulation design criteria in a non-manikin experience. Using a ShadowBox approach, novice nursing students were exposed to expert decision-making in a simulated environment. We describe this approach and how the simulation design criteria are applied.

Service-Learning and Professional Values Development of Baccalaureate Nursing Students.

Abstract: Service-learning has been linked to attributes of professionalism such as integrity, altruism, and social justice in nursing literature. The purpose of this literature review was to determine how local service-learning experiences with vulnerable populations affect the development of professionalism and professional values in baccalaureate nursing students. A summary of the themes, Professionalism and Leadership and Critical Stance on Social Justice, is presented.