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Prelicensure nursing education

Janet A Levey
AIM: The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS). BACKGROUND: Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education. METHOD: Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs...
July 2016: Nursing Education Perspectives
Geralyn Meyer, Bobbi Shatto, Timothy Delicath, Shelley von der Lancken
The effect of educational interventions on the transition experiences of new graduates of prelicensure programs is unclear. This study investigated the effect of curriculum revision on transition to practice of nursing graduates. The nursing curriculum can have a positive influence on professional and job satisfaction at 3 months postgraduation, but the practice environment becomes the dominant force after that. Graduates who demonstrated poorer transition to practice at 3 months were more likely to leave their first positions by 12 months...
October 5, 2016: Nurse Educator
Ericka Sanner-Stiehr
Lateral violence among nurses persists as a pervasive problem in health care, contributing to detrimental individual and organizational consequences. Nurse educators can prepare students to respond effectively to lateral violence before they graduate and enter the workplace, where it is likely to be encountered. Simulation provides an effective platform for delivering this type of student-centered education. This article presents step-by-step guidelines for educators to integrate lateral violence response training into simulations in prelicensure nursing education...
October 5, 2016: Nurse Educator
Teri A Murray
The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
Amy Hagedorn Wonder
Limited opportunities exist for prelicensure nursing students to observe the interprofessional process required to resolve complex ethical cases in practice. Therefore, a mock hospital ethics committee (MHEC) was assembled to teach the application of ethics in practice through simulation. The MHEC meeting is an example of how nursing education and practice can partner to create meaningful learning experiences.
August 30, 2016: Nurse Educator
Michelle E Bussard
BACKGROUND: Nurse educators are increasingly using high-fidelity simulators to improve prelicensure nursing students' ability to develop clinical judgment. Traditionally, oral debriefing sessions have immediately followed the simulation scenarios as a method for students to connect theory to practice and therefore develop clinical judgment. Recently, video recording of the simulation scenarios is being incorporated. METHOD: This qualitative, interpretive description study was conducted to identify whether self-reflection on video-recorded high-fidelity simulation (HFS) scenarios helped prelicensure nursing students to develop clinical judgment...
September 1, 2016: Journal of Nursing Education
Mary Ann Jessee, Christine A Tanner
BACKGROUND: Clinical coaching has been identified as a signature pedagogy in nursing education. Recent findings indicate that clinical coaching interactions in the clinical learning environment fail to engage students in the higher order thinking skills believed to promote clinical reasoning. METHOD: The Clinical Coaching Interactions Inventory (CCII) was based on evidence of supervisor questioning techniques, the Tanner clinical judgment model, Bloom's Taxonomy, and simulation evaluation tools...
September 1, 2016: Journal of Nursing Education
Gerry Altmiller
Quality and Safety Education for Nurses (QSEN) has been prominent in nursing education for 10 years. Since its inception, faculty have used the QSEN competencies as a framework for developing teaching strategies and tools, but there are few findings available to support this practice. This article describes the process of developing a QSEN-based clinical evaluation instrument for a prelicensure nursing program and establishing content validation for its items using the content validity index.
August 3, 2016: Nurse Educator
Rhonda G Schwindt, Angela M McNelis, Jon Agley
BACKGROUND: Tobacco use is the primary preventable cause of morbidity and mortality in the United States, resulting in enormous health care expenditures. The burden of smoking is higher among disadvantaged populations, such as individuals with mental illness. As the largest group of health care providers, nurses must assume a leading role in tobacco control efforts to decrease the deleterious impact on health outcomes. METHOD: Investigators used a randomized control group design to assess the effectiveness of a theory-based tobacco education program on the perceived competence and intrinsic motivation of prelicensure BSN students (N = 134) to engage in cessation interventions with patients with mental illness...
August 1, 2016: Journal of Nursing Education
Margie Molloy, Ryan J Shaw, Jackie Vaughn, Remi Hueckel
Telehealth enhances communication across distances, facilitates teamwork, and increases access to care, particularly in rural areas. As the use of telehealth technology assimilates into clinical practice, its integration is also needed in clinical curricula. Students participated in 2 pediatric scenarios in teams of 3 to 4 prelicensure nursing students, with one nurse practitioner student participating via a telepresence robot. Forty-eight prelicensure and 5 nurse practitioner students completed surveys following the clinical simulations...
2016: Studies in Health Technology and Informatics
Shelley Doucet, Elaine Loney, Peggy A Brown
The purpose of this qualitative descriptive study was to identify graduating students' perspectives on what makes prelicensure interprofessional education (IPE) and interprofessional collaboration (IPC) experiences valuable and effective and to identify other opportunities for effective IPE. We conducted telephone interviews with 12 students in medicine, nursing, pharmacy, and physiotherapy during their final year of training and thematically analyzed the verbatim transcripts. We found factors that make existing IPE experiences valuable and effective and could facilitate leverage of other curricular opportunities include: 1) experiential learning in clinical and classroom contexts, 2) relevancy of the IPE experiences, 3) opportunities for role clarification, 4) supervisors' influence (e...
2016: Journal of Allied Health
Jonalyn Wallace
BACKGROUND: A large northern California-based integrated health system and five universities partnered to conduct an innovative work-study internship program designed to address the education-to-practice gap for nursing students. METHOD: The nursing student work-study intern-ship program provides prelicensure nursing students with a paid internship in the health system. Interns are exposed to the realities of clinical practice and master learned skills working under the supervision of an RN preceptor...
June 1, 2016: Journal of Nursing Education
Lina Bostwick, Lois Linden
BACKGROUND: Core clinical evaluation criteria do not exist for measuring prelicensure baccalaureate nursing students' application of evidence-based practice (EBP) during direct care assignments. The study objective was to achieve consensus among EBP nursing experts to create clinical criteria for faculty to use in evaluating students' application of EBP principles. METHOD: A three-round Delphi method was used. Experts were invited to participate in Web-based surveys...
June 1, 2016: Journal of Nursing Education
Elizabeth K Herron, Tanya Sudia, Laura P Kimble, Alison H Davis
BACKGROUND: Establishing a strong foundation for the development of clinical reasoning in nursing students is essential to ensure safe and effective patient care. This study explored prelicensure baccalaureate nursing students' perceptions of their development of clinical reasoning, as well as their perceptions of how it is taught. METHOD: In this phenomenological study, individual semistructured interviews were conducted to gather data related to participants' perceptions of their development of clinical reasoning...
June 1, 2016: Journal of Nursing Education
Jennifer J Coleman, Tracey K Dick
Prelicensure nursing education needs to prepare students for their future roles as professional nurses with ethical and moral decision-making skills. This article describes the use of theater as one approach to teaching nursing ethics at the prelicensure level. Students perform as actors, directors, and discussion leaders in a series of simulated ethical scenarios designed to encourage individual accountability and responsibility for action.
September 2016: Nurse Educator
Mary T Bouchaud, Beth Ann Swan
PROBLEM: With an evolving focus on primary, community-based, and patient-centered care rather than acute, hospital-centric, disease-focused care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses need to be prepared from a different and broader knowledge base and skills set. A culture change among nurse educators and administrators and in nursing education is needed to prepare competent registered nurses capable of practicing from a health promotion, disease prevention, community- and population-focused construct in caring for a population of patients who are presenting health problems and conditions that persist across decades and/or lifetimes...
April 22, 2016: Nursing Forum
Tracy P George, M Annie Muller, Jeremiah D Bartz
BACKGROUND: Students often question whether changing answers on multiple choice examinations correlates with an increase or decrease in their grades. METHOD: In a mixed-methods study, 135 prelicensure nursing students were surveyed. The answer response forms were reviewed for erasures. Qualitative data were obtained through content analysis of two questions. Quantitative analysis was performed to explore the relationships among students' self-reported grade performance, test-anxiety levels, and how often they changed answers...
April 2016: Journal of Nursing Education
Catherine Y Read, Debra M Pino Betancourt, Chenille Morrison
BACKGROUND: The social change model (SCM) promotes equity, social justice, self-knowledge, service, and collaboration. It is a relevant framework for extracurricular leadership development programs that target students who may not self-identify as leaders. METHOD: Application of the SCM in a leadership development program for prelicensure nursing students from underresourced or underrepresented backgrounds is described. Students' opinions about leadership for social change were explored through a focus group and a pilot test of an instrument designed to assess the values of the SCM...
March 2016: Journal of Nursing Education
Kari Jensen-Seaman, Randy S Hebert
The need for clinicians trained in palliative care will increase as more Americans live with life-limiting illness. Although multiple studies have described the nature of palliative care education in prelicensure programs, there have been no similar studies of nurse practitioner programs. We surveyed 101 nurse practitioner programs. Most programs provide little instruction in palliative care; education is often limited to a few hours of lecture. One-third of programs offer no instruction. Although palliative care is an important component of advanced practice nursing practice, programs may not be providing adequate education...
May 2016: Nurse Educator
Shirley S Cooley, Jennie C De Gagne
BACKGROUND: The nursing faculty shortage has led to an increasing number of master's-prepared clinical nurse experts becoming nursing faculty to teach prelicensure nursing students, often without adequate preparation for the complex specialized role of an academic nurse educator. METHOD: A hermeneutic phenomenological qualitative study was designed to gain insight about novice nursing faculty's experience in academia, to examine their perceptions of facilitators and barriers to the development of nurse educators' practice competence, and to identify transformative learning experiences related to novice faculty development...
February 2016: Journal of Nursing Education
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