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Nurse Educator

Nancy Sullivan, Nancy Goldstein, Laura Lucas, Jessica Ockimey
No abstract text is available yet for this article.
March 14, 2018: Nurse Educator
Julie A Poore, Justine C Dawson, Dawne-Marie Dunbar, Kathryn Parrish
As the health care environment increases in complexity and patient acuity rises, health profession graduates need to be prepared to work collaboratively to improve patient outcomes. The interprofessional debriefing tool (Debriefing Interprofessionally: Recognition & Reflection) presented in this article allows any simulation to be transformed into an interprofessional learning opportunity. The debriefing tool frames questions for both uniprofessional and multiprofessional simulation and is aligned with the Core Competencies for Interprofessional Collaborative Practice and with Quality and Safety Education for Nurses...
March 14, 2018: Nurse Educator
Gerry Altmiller
No abstract text is available yet for this article.
March 3, 2018: Nurse Educator
Jennifer A Brussow, Karin Roberts, Matthew Scaruto, Sheryl Sommer, Christine Mills
As nursing education struggles to address a rapidly changing health care system, overcrowded curricula, and an increased focus on clinical reasoning skills, many programs have adopted or transitioned to concept-based curricula (CBCs), which are structured around key concepts and exemplars. Despite CBC's promised benefits, the process of developing a CBC framework may pose a challenge to programs. To address this barrier, a national study was conducted to develop a representative list of concepts and exemplars...
February 22, 2018: Nurse Educator
Cindy Kohtz, Larisa McCoy, Emma Klimala, Pennie Gray
Promoting reading compliance is a common concern in undergraduate education. This study described the reading behaviors, preferences, and perceptions of 519 undergraduate nursing and nonnursing students concerning course-related reading assignments. Mean time completing assigned course readings for nursing students was 6.63 hours per week; it was similar for other majors (6.73 hours). Nonnursing majors read a greater percentage of their assigned readings than nursing students (t = -6.59, P < .01). Implications highlight strategies faculty can implement to facilitate student reading...
February 14, 2018: Nurse Educator
Judith A Vessey, Judith Wendt, Donna M Glynn, Cecilia McVey
Determining the best ways to teach military culture and the veteran experience to nursing students and new nurses is an essential component in developing a culturally sensitive nursing workforce. The purpose of this article is to describe a theory-driven, experiential learning approach to integrating the Veterans History Project into the curricula for a postbaccalaureate nurse residency program. Participants acknowledged that this educational project better prepared them to care for the veteran population.
February 13, 2018: Nurse Educator
Kelly Allred, Kathleen Sakowicz
No abstract text is available yet for this article.
February 6, 2018: Nurse Educator
Lisa Schwartz, Majeda El-Banna, JoAnn Fitzgerald Conroy, Julia Browne
Today's health care environment requires collaborative teams to provide safe, effective care. This study assessed the extent to which a face-to-face workshop increased nursing and premedical students' awareness of varying communication styles and their potential impact on interprofessional communication and practice. A self-assessment tool was administered before, immediately after, and 1 month after the workshop. Significant increases in familiarity working on interprofessional teams, identifying different communication styles, and ability to apply communication strategies were found immediately after and 1 month after the workshop...
February 5, 2018: Nurse Educator
Kim Leighton, Colette Foisy-Doll, Gregory E Gilbert
Expensive high-fidelity simulators sit unused in nursing programs worldwide. One cause of this is failure to ensure organizational readiness to integrate simulation into the curriculum. The Simulation Culture Organizational Readiness Survey (SCORS) was developed to assist administrators in evaluating institutional and program readiness for simulation integration. Psychometric analysis finds the SCORS to be a valid, reliable tool for use by administrators to determine organizational readiness for simulation integration...
February 5, 2018: Nurse Educator
Nilgün Göktepe, Emine Türkmen, Zuhal Zeybekoğlu, Begüm Yalçin
Team-based learning (TBL) is a learner-centered method widely used in health sciences education. The aim of this action research study was to determine the contribution of TBL to the learning experience of students participating in a nursing leadership course. The study was conducted in 2 cycles over 2 semesters, and TBL was embedded in regular class hours. Results suggest that TBL made positive contributions to student learning.
January 25, 2018: Nurse Educator
Betty Ferrell, Polly Mazanec, Pam Malloy, Rose Virani
Research has demonstrated that patients facing serious, life-limiting illnesses and their families benefit from receiving palliative care. Increasingly, however, specialty palliative care has limited resources. Prelicensure nursing students who are educated to provide primary palliative care to patients with serious illness and at the end of life can fill that gap. This article describes the development and implementation of an innovative online nursing curriculum that prepares students with essential primary palliative nursing knowledge and skills...
January 25, 2018: Nurse Educator
Angela Schooley, Jonathan Kuhn, Charlotte Strahm
The purpose of this study was to explore the application of path analysis to evaluate the curriculum model and provide guidance in course sequencing. Using statistical package R to add and subtract various path connections, the curriculum model was improved to a proposed curriculum model, which passed the exact-fit test (χ42 = 45.612, with P = .286 > .05). Path analysis provided an objective method to evaluate the curriculum model and course sequencing in the baccalaureate program under study, while informing possible placement of courses...
January 25, 2018: Nurse Educator
Deborah Judge, Angela Opsahl, Desiree Hensel
No abstract text is available yet for this article.
January 25, 2018: Nurse Educator
Phyllis D Morgan, Jennifer Stone, Mahaman Moussa, Joshua Fogel, Linda Steele
This study examined the grade experience for online nurse practitioner students (N = 3760) who took more than 1 clinical course per academic term as compared with those who did not. Students who had more than 1 clinical course per term had a greater percentage of clinical course failures than other students (2.1% vs 0.8%, P = .001). Nurse practitioner programs should develop clear policies and guidelines for students taking more than 1 clinical course at a time.
January 25, 2018: Nurse Educator
Dan Cernusca, Shila Thompson, Janet Riggins
This project was implemented to determine if the combination of video recording and reflection could enhance student learning of specific nursing skills. Students' answers to open-ended questions validated the importance of iPad videos for their skill improvement. The findings confirmed that iPad videos provided an effective tool for students to evaluate their performance and reflect on methods for improvement.
January 12, 2018: Nurse Educator
Xin Liu, Casey Codd, Christine Mills
This study examined the incremental values of academic predictors that may be adopted as nursing school admission criteria. The findings revealed that using additional content areas of mathematics, reading, and English in conjunction with science contributes significantly to the prediction of early nursing school success. This study demonstrates an incremental validity approach that provides valuable guidelines to inform the selection of effective, accurate, and cost-effective admission tools for screening qualified nursing candidates...
January 3, 2018: Nurse Educator
Karen A McQueen, Karen Poole, Andrea Raynak, Ainsley McQueen
Preceptorship has been identified as an effective strategy for facilitating clinical learning among diverse health care professionals. The benefits of preceptored experiences are well documented; however, the preceptorship model is also vulnerable to challenges. There has been limited evaluation of preceptorship with nurse practitioner (NP) students. This article describes an evaluation of the preceptorship experience from the perspective of NP students. In particular, the facilitators and barriers to clinical learning are described...
December 29, 2017: Nurse Educator
Mary T Hickey, Maryann O Forbes, Ann Marie P Mauro
No abstract text is available yet for this article.
December 29, 2017: Nurse Educator
Nomawethu Qamata-Mtshali, Judith C Bruce
Selecting appropriate teaching and learning strategies within an overarching teaching philosophy is 1 way of influencing nursing students' self-directedness. We conducted research to compare the self-directed learning readiness and learning attributes in different years of study of undergraduate nursing students who are exposed to traditional, lecture-based learning and problem-based learning strategies. We found that readiness for self-directed learning is not dependent on the dominant teaching-learning strategy used in the nursing program...
December 29, 2017: Nurse Educator
Ulrik Terp, Fredrik Hjärthag, Birgitta Bisholt
Nursing students' exposure to stress negatively affects both academic and clinical performance and potentially their future as professional nurses. This pilot study measured the effects of a 10-week cognitive behavioral therapy-based stress management program, using a quasi-experimental design. Independent t tests showed positive effects of the training program compared with a control group. Students' perceived stress management competency, self-efficacy, and self-esteem were higher 1 year after the intervention...
December 29, 2017: Nurse Educator
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