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International Journal of Nursing Education Scholarship

Todd Tartavoulle, Marie Adorno, Deborah Garbee, Paula Kensler, Jennifer Manning, Stephanie Pierce
No abstract text is available yet for this article.
March 14, 2018: International Journal of Nursing Education Scholarship
Joanne K Olson, Pauline Paul, Gerri Lasiuk, Sandra Davidson, Barbara Wilson-Keates, Rebecca Ellis, Nichole Marks, Maryam Nesari, Winnifred Savard
This project is a mixed-methods systematic review on the use of simulation in pre-licensure nursing. This research question guided this review: What is the best evidence available upon which to base decisions regarding the use of simulation experiences with pre-licensure nursing students? Searches of CINAHL Plus with Full Text, MEDLINE, and ERIC were performed to identify relevant literature. These searches yielded 1220 articles. After duplicates were removed and titles and abstracts were reviewed for relevance to the inclusion criteria, the remaining 852 articles were independently assessed for quality by pairs of researchers...
February 20, 2018: International Journal of Nursing Education Scholarship
Ghadah Abdullah, Kathryn A S Higuchi, Jenny Ploeg, Dawn Stacey
An interpretive descriptive qualitative study was conducted to explore the characteristics and outcomes of mentoring used for implementing nursing practice guidelines. We interviewed six mentees, eight mentors, and four program leaders who were involved in the Registered Nurses' Association of Ontario fellowship program in Ontario, Canada. Inductive content analysis was used and study rigor was verified using triangulation of findings and member checking. Mentors were described as accessible, dedicated, and having expertise; mentees were described as enthusiastic, self-directed, and having mixed levels of expertise...
February 20, 2018: International Journal of Nursing Education Scholarship
Tammy Lynn McClenny
Each year, thousands of students throughout the world are required to complete one or more high-stakes tests as a measure of competency in undergraduate nursing education. Currently, the trend in nursing education is to use high-stakes tests to establish program progression policies. However, use of these tests to block student progression is of serious concern. This article describes findings of a pilot study that used a phenomenographic approach to understand senior nursing students' experiences of completing multiple high-stakes tests for successful progression within one undergraduate nursing program...
February 8, 2018: International Journal of Nursing Education Scholarship
Madeline Maria Press, Michelle Prytula
Background High fidelity human patient simulation (HF-HPS) is a teaching innovation in nursing education which may not be used to its full potential. This study seeks to understand the lived experiences of nurse faculty who are required to integrate HF-HPS into their teaching practice. Method A phenomenological methodology was used. Seventeen female nurse faculty teaching in the second year of a new collaborative bachelor of science in nursing program were interviewed about their experiences integrating mandated HF-HPS into their teaching practices...
February 3, 2018: International Journal of Nursing Education Scholarship
Joy Penman, Lee Martinez, Debra Papoulis, Kathryn Cronin
The aims of this study are three-fold: determine the factors that motivate nurses to pursue mental health nursing; identify the strategies that might attract nursing students and practising nurses to pursue mental health nursing as a professional career; and identify the difficulties of nurses in achieving their preferred clinical specialty. A descriptive qualitative study design with semi-structured interviews was used. Fifteen mental health nurses from rural and regional South Australia were interviewed. Interviews were transcribed verbatim, and thematic analysis was undertaken...
January 30, 2018: International Journal of Nursing Education Scholarship
Samira Samadzadeh, Masoumeh Aghamohammadi
Background Workplace violence has a great impact on the quality of patient care and satisfaction. This study aimed to determine the extent of violence experienced by nursing students, and its predisposing factors. Methods This was a cross-sectional study which was conducted on 150 nursing students in teaching hospitals of Ardabil University of Medical Sciences. A questionnaire form was used for data collection. Results Participants stated they were abused physically (12.7%), verbally (73.3%), racial (40.7%), and sexually (5...
January 25, 2018: International Journal of Nursing Education Scholarship
Tina Sweeney Haney, Karen Kott, Carolyn M Rutledge, Bruce Britton, Christianne Nesbitt Fowler, Rebecca D Poston
PROBLEM: Preparing health professional students for interprofessional collaborative practice, especially at a distance where provider shortages prevail remains difficult. APPROACH: A two-week interprofessional education (IPE) immersion experience preparing students from 11 disciplines and four universities was implemented. Week-one, using online technology, students develop/present an interprofessional careplan for a complex patient. Students then meet face-to-face to conduct group interviews with two standardized patient dyads...
January 19, 2018: International Journal of Nursing Education Scholarship
Francine Laurencelle, Judith Scanlan
The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura's self-efficacy theory. The population for this study included 15 nurse educators with a master's or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences...
January 9, 2018: International Journal of Nursing Education Scholarship
Annette Lane, Kristin Petrovic
A 2015 Canadian report from the Truth and Reconciliation Commission issued two calls for action that specifically challenge nursing education programs: a call to incorporate indigenous knowledge and learning, and a call to reduce health disparities between aboriginals and non-aboriginals. These calls to action raise questions for nurse educators regarding how best to recruit, retain, and educate aboriginal nursing students. A literature review was conducted to examine issues faced by aboriginal students in nursing programs, as well as cultural competence with nurse educators working with aboriginal students...
January 6, 2018: International Journal of Nursing Education Scholarship
Yuan Zhang, Anya Peters, Guanling Chen
Mental illnesses, such as anxiety and depression, are top concerns among college students. Poor sleep quality intensifies the risk of mental illnesses. However, the mechanism for the associations between sleep quality and mental illnesses in college students is not well understood. Online surveys were collected with 242 undergraduate nursing students at a public university in the northeast United States. Multivariate linear regression models suggested that poor sleep quality was associated with an increased risk of symptoms of anxiety (β = 1...
January 5, 2018: International Journal of Nursing Education Scholarship
Mary Jane Esplen, Jiahui Wong, Esther Green, Joy Richards, Jane Li
AbstractCancer is one of the leading causes of death in the world. Along with increased new cases, cancer care has become increasingly complex due to advances in diagnostics and treatments, greater survival, and new models of palliative care. Nurses are a critical resource for cancer patients and their families. Their roles and responsibilities are expanding across the cancer care continuum, calling for specialized training and support. Formal education prepares nurses for entry level of practice, however, it does not provide the specialized competencies required for quality care of cancer patients...
January 5, 2018: International Journal of Nursing Education Scholarship
Mohammad Fathi, Arezoo Fallahi, Salar Sharifi, Shoaib Dehghani, Nazila Olyaei, Sina Valiee
The present study is aimed at examining the status of violence among the students of nursing, midwifery, and operating room. A self-reporting questionnaire with two sections of demographic characteristics and experience of violence was used. The data obtained were analyzed, using SPSS software. 58.7 percent of the students had a history of violence in the previous year. The maximum percentage of violence exposure belonged to the students of operating room (76.9%). The highest incidence of violence was verbal (76...
January 5, 2018: International Journal of Nursing Education Scholarship
Simon Adam
Undergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined...
December 13, 2017: International Journal of Nursing Education Scholarship
Katie A Chargualaf, Brenda Elliott, Barbara Patterson
Aim The aim of this qualitative descriptive study was to describe the transition from military nurse to nurse faculty. Background There is a global shortage of qualified nurse faculty. Recruitment of retiring or separating military nurses is a viable solution. Methods Content and thematic analysis of semi-structured interviews of former military nurses (N=13) was undertaken. Results The transition from military nurse to nurse faculty includes acknowledgment of the reality of academic culture, appreciation of the journey to bridge the gap, and culmination of a new identity...
November 30, 2017: International Journal of Nursing Education Scholarship
Kevin Evangelista, Romeo Luis A Macabasag, Brylle Capili, Timothy Castro, Marilee Danque, Hanzel Evangelista, Jenica Ana Rivero, Michell Katrina Gonong, Michael Joseph Diño, Sharon Cajayon
Previous work on the use of background music suggests conflicting results in various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t-test and multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical background music do not affect stress, anxiety, and knowledge scores (Λ = 0...
October 28, 2017: International Journal of Nursing Education Scholarship
Ola Sukkarieh-Haraty, Nancy Hoffart
Evidence-based practice (EBP) is defined as "the conscientious use of current best evidence in making clinical decisions about patient care." This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines...
October 3, 2017: International Journal of Nursing Education Scholarship
Darlene M Del Prato
Nurse educators share a common goal: To foster student development in ways that fully prepare graduates for the challenges of contemporary practice. As patient acuity continues to escalate the responsibilities of the nurse and the nurse educator have become daunting. Contemporary practice requires a self-authored perspective that allows the nurse to appraise knowledge, weigh evidence, make autonomous decisions, and question authorities when warranted. Nurse leaders have called for transformation in nursing education through the application of evidence-based pedagogies that promote complex thinking and professional formation...
September 26, 2017: International Journal of Nursing Education Scholarship
Shannon Elliott, Glynda Rees, Eileen Shackell, Joan Walker
Curriculum renewal is an ongoing reality for all undergraduate nursing programs and is often a challenge for educators in preparing nursing students for practice. In response to constantly changing educational strategies, methodologies and knowledge, a BSN nursing program determined that a curriculum redesign was necessary. This article outlines a BSN faculty's curriculum redesign process from the perspective of the Curriculum Development Team. The process of building a knowledge base, establishing a foundation, designing the curriculum, involving faculty and lessons learned are outlined...
September 21, 2017: International Journal of Nursing Education Scholarship
Sally Richter, Lynda Idleman
The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura's psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator's Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data...
August 22, 2017: International Journal of Nursing Education Scholarship
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