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Nursing Staff Development

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By Craig Button Clinical Nurse Educator and current grad student
Diane M Billings
This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students and new graduates to apply knowledge in clinical settings. This article describes the benefits and challenges of using a "flipped" classroom to promote active engagement among learners and more meaningful interaction between learners and educators.
September 2016: American Journal of Nursing
Diane M Billings
The Robert Wood Johnson Foundation (RWJF) is implementing a new program to improve health in the United States. This program, Building a Culture of Health, includes a four-point action plan, recognizes the complex social factors that contribute to a healthy society, and notes that implementing this plan will require health care organizations and professionals to think differently about the work they do and where they do it. Nurse educators are a vital force in ensuring health for all. This column discusses the RWJF program and the implications for nurse educators...
May 1, 2016: Journal of Continuing Education in Nursing
Vasiliki Betihavas, Heather Bridgman, Rachel Kornhaber, Merylin Cross
BACKGROUND: The flipped classroom has generated interest in higher education providing a student-centred approach to learning. This has the potential to engage nursing students in ways that address the needs of today's students and the complexity of contemporary healthcare. Calls for educational reform, particularly in healthcare programs such as nursing, highlight the need for students to problem-solve, reason and apply theory into practice. The drivers towards student-based learning have manifested in team, problem and case-based learning models...
March 2016: Nurse Education Today
Calvin Moorley, Teresa Chinn
AIM: A discussion on how nurse leaders are using social media and developing digital leadership in online communities. BACKGROUND: Social media is relatively new and how it is used by nurse leaders and nurses in a digital space is under explored. DESIGN: Discussion paper. DATA SOURCES: Searches used CINAHL, the Royal College of Nursing webpages, Wordpress (for blogs) and Twitter from 2000-2015. Search terms used were Nursing leadership + Nursing social media...
March 2016: Journal of Advanced Nursing
Janet Richardson, Jane Grose, Pam Nelmes, Gema Parra, Manuel Linares
AIM: To explore the concept of sustainability in nursing using social media as a vehicle for discussion on the topic. BACKGROUND: There is a need for an increased awareness among nurses of the issues that are crucial for the healthcare sector to prepare for climate change and contribute to sustainable development. However, topics about sustainability and climate change are not a requirement of nursing curricula in Europe; social media provides an opportunity to raise issues and promote discussion...
May 2016: Journal of Advanced Nursing
Ray Jones, Janet Kelsey, Pam Nelmes, Nick Chinn, Teresa Chinn, Tracey Proctor-Childs
AIMS: To ask: (i) is it feasible to include Twitter as an assessed element of the first-year nursing curriculum; (ii) how should it be introduced and assessed; and (iii) do students think it worthwhile and learn anything from its use? BACKGROUND: Nursing students need to use social media professionally, avoiding pitfalls but using learning opportunities. DESIGN: This case study (2014-2015) comprised: (i) pilot introduction of Digital Professionalism (including Twitter) with second- and third-year students; (ii) introduction and assessment with a first cohort of 450 first-year students...
July 2016: Journal of Advanced Nursing
Robert D Keegan, M Cecile Oliver, Teresa J Stanfill, Kevin V Stevens, Gary R Brown, Michael Ebinger, John M Gay
BACKGROUND: Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. METHOD: Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture...
January 2016: Journal of Nursing Education
Mandi Walker, Gina Stevenson
Simulation, as a conduit to apply both adult and constructivist learning theory, is an important educational modality in nursing professional development. The use of simulation is well studied in the academic setting, but evidence supporting its use in the practice environment is lacking. This educational quality improvement project provides a road map for designing and implementing simulation to meet the educational needs of practicing nurses.
January 2016: Journal of Continuing Education in Nursing
JoAnn D Long, Paula Gannaway, Cindy Ford, Rita Doumit, Nadine Zeeni, Ola Sukkarieh-Haraty, Aline Milane, Beverly Byers, LaNell Harrison, Daniel Hatch, Justin Brown, Sharlan Proper, Patricia White, Huaxin Song
BACKGROUND: As the world becomes increasingly digital, advances in technology have changed how students access evidence-based information. Research suggests that students overestimate their ability to locate quality online research and lack the skills needed to evaluate the scientific literature. Clinical nurses report relying on personal experience to answer clinical questions rather than searching evidence-based sources. To address the problem, a web-based, evidence-based research (EBR) tool that is usable from a computer, smartphone, or iPad was developed and tested...
February 2016: Worldviews on Evidence-based Nursing
Christopher L Carroll, Kristi Bruno, Michael vonTschudi
No abstract text is available yet for this article.
January 2016: American Journal of Critical Care: An Official Publication, American Association of Critical-Care Nurses
Beth A Brooks
A new phenomenon, the inverted or "flipped" classroom, assumes that students are no longer acquiring knowledge exclusively through textbooks or lectures. Instead, they are seeking out the vast amount of free information available to them online (the very essence of open source) to supplement learning gleaned in textbooks and lectures. With so much open-source content available to nursing faculty, it benefits the faculty to use readily available, technologically advanced content. The nurse content curator supports nursing faculty in its use of such content...
January 2015: Nursing Forum
Jesper Hessius, Jakob Johansson
PURPOSE: Web-based questionnaires are currently the standard method for course evaluations. The high rate of smartphone adoption in Sweden makes possible a range of new uses, including course evaluation. This study examines the potential advantages and disadvantages of using a smartphone app as a complement to web-based course evaluationsystems. METHODS: An iPhone app for course evaluations was developed and interfaced to an existing web-based tool. Evaluations submitted using the app were compared with those submitted using the web between August 2012 and June 2013, at the Faculty of Medicine at Uppsala University, Sweden...
2015: Journal of Educational Evaluation for Health Professions
Bonnie Clipper, Barbara Cherry
BACKGROUND: It is well known that new graduate nurses (NGRNs) are likely to have a difficult transition from nursing school into professional practice and often experience a phenomenon known as transition shock. Evidence suggests using preceptors as an effective method supporting the NGRNs through this difficult transition. METHOD: This project evaluated the effectiveness of a structured preceptor development program by measuring perceptions of transition to practice and first-year retention of two groups of former graduate nurses-the first comprising preceptors trained through a preceptor development program, and the second comprising preceptors who did not participate in structured training...
October 2015: Journal of Continuing Education in Nursing
Julia Khanova, Mary T Roth, Jo Ellen Rodgers, Jacqueline E McLaughlin
CONTEXT: The flipped classroom approach has garnered significant attention in health professions education, which has resulted in calls for curriculum-wide implementations of the model. However, research to support the development of evidence-based guidelines for large-scale flipped classroom implementations is lacking. OBJECTIVES: This study was designed to examine how students experience the flipped classroom model of learning in multiple courses within a single curriculum, as well as to identify specific elements of flipped learning that students perceive as beneficial or challenging...
October 2015: Medical Education
Jeffrey J H Cheung, Kulamakan M Kulasegaram
No abstract text is available yet for this article.
October 2015: Medical Education
Hubert Maisonneuve, Juliette Chambe, Mathieu Lorenzo, Thierry Pelaccia
BACKGROUND: Blended learning environments - involving both face-to-face and remote interactions - make it easier to adapt learning programs to constraints such as residents' location and low teacher-student ratio. Social networking sites (SNS) such as Facebook®, while not originally intended to be used as learning environments, may be adapted for the distance-learning part of training programs. The purpose of our study was to explore the use of SNS for asynchronous distance learning in a blended learning environment as well as its influence on learners' face-to-face interactions...
2015: BMC Medical Education
Mayur Lakhani
No abstract text is available yet for this article.
August 2015: Medical Education
Rachel Isba
No abstract text is available yet for this article.
September 2015: Medical Education
Chan W Park
No abstract text is available yet for this article.
July 2015: Journal for Nurses in Professional Development
Kenneth John Oja, Lesly Kelly
A quasi-experimental mixed-methods study compared the effects of an unfolding case study with lecture in a nursing orientation class on new graduate registered nurses' knowledge, perceived learning, and satisfaction with the instructional method. Although results showed that the unfolding case study was engaging, learners who received content in a lecture format achieved significantly higher posttest scores. Nursing professional development specialists will find this article helpful when considering instructional methods for new graduate registered nurses...
January 2016: Journal for Nurses in Professional Development
2015-09-20 13:47:33
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