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Nursing Education Perspectives
Journal Prestige (SJR): 0.905  Citation Impact (citeScore): 1 Number of Followers: 19  Hybrid journal (It can contain Open Access articles)ISSN (Print) 1536-5026 - ISSN (Online) 1943-4685 Published by LWW Wolters Kluwer  [297 journals]
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- The Great Resignation in Health Care and Academia: Rebuilding the
Postpandemic Nursing Workforce-
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Authors: Poindexter; Kathleen
Abstract:
No abstract available
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- A Call to Action: Nursing Education Research at a Crossroads
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Authors: Monagle; Janet; Lasater, Kathie; Nielsen, Ann; Gonzalez, Lisa; Jessee, Mary Ann; Dickison, Phillip
Abstract: No abstract available
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Work-Life Balance of Nursing Faculty: A Scoping Review
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Authors: Moyer; Susan M.
Abstract: AIM This scoping review examined the work-life balance (WLB) of nursing faculty.BACKGROUND The nursing faculty shortage has resulted in increasing workloads that make it challenging for faculty to achieve WLB. Understanding WLB may be important for strengthening the nursing faculty workforce.METHOD This study used Arksey and O’Malley’s scoping review methodology to examine articles published between January 2000 and December 2020 that reported on the WLB of nursing faculty. All articles were eligible for inclusion, including those that used quantitative, qualitative, or mixed-method research approaches, as well as editorials and other summary articles.RESULTS Thirty-three articles were included in the review. Three major categories emerged: perceptions of WLB, characteristics associated with WLB, and strategies to achieve WLB among nursing faculty.CONCLUSION Research on the WLB of nursing faculty is limited. Further research on strategies that improve WLB may play an integral role in the recruitment and retention of nursing faculty.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Development and Psychometric Testing of the Academic Clinical Nurse
Educator Skill Acquisition Tool-
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Authors: Shellenbarger; Teresa; Sebach, Aaron M.
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AIM This article reports the development and psychometric testing of an instrument to measure academic clinical nurse educator skill acquisition.BACKGROUND Little research explores clinical nurse educator competence.METHOD Using the National League for Nursing Academic Clinical Nurse Educator core competencies and a literature review, newly created clinical nurse educator skill acquisition items underwent two rounds of content validity testing. The resulting 40-item Academic Clinical Nurse Educator Skill Acquisition Tool was pilot tested with a convenience sample of 133 clinical nurse educators.RESULTS The Academic Clinical Nurse Educator Skill Acquisition Tool demonstrated adequate validity and internal consistency reliability. Factor analysis identified two factors: facilitating clinical learning through the use of effective teaching, assessment, and evaluation and promoting nursing enculturation.CONCLUSION Further use of this tool may provide insight about the psychometrics, offer information about clinical teaching competence, and could lead to improved orientation and mentoring programs for clinical nurse educators.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Building Academic Leadership Capacity Through Coaching
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Authors: Patterson; Barbara J.; Brewington, Janice; Krouse, Anne; Hall, Meg
Abstract: AIM The purpose of this study was to examine the influence of coaching in a 12-month leadership development program for nurse faculty and administrators who transition to leadership positions or who aspire to lead.BACKGROUND There is a critical need in nursing education to build leadership capacity. One strategy to foster leadership development is through coaching. Although developmental leadership programs for nurse educators exist, limited empirical data exist in nursing academia examining the effectiveness of coaching on leadership.METHOD The design was qualitative descriptive. Using a semistructured interview guide, participants (N = 12) responded to open-ended questions about their coaching experience.RESULTS Data analysis revealed three themes: encouraging intentional reflection of self and leadership, validating perceptions of challenging professional situations, and strategizing options for action plans and behaviors.CONCLUSION Coaching holds a great deal of promise as a means to develop the next generation of academic nurse leaders.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Factors Influencing Faculty Decisions to Teach LGBTQ Content in
Undergraduate Nursing Programs-
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Authors: Marsh; Paige; Polster, Remy; Ricco, George; Kemery, S. Alexander
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AIM The purpose of this study was to identify factors influencing the decision to teach lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in baccalaureate nursing programs and determine priority areas for future intervention.BACKGROUND LGBTQ people face a variety of health disparities. Lack of LGBTQ-focused education in nursing schools contributes to these disparities.METHOD Using the theory of planned behavior as a framework, nurse educators from across the United States (n = 111) were surveyed on concepts that influenced their intention to teach LGBTQ content.RESULTS Average scores on items related to barriers, outcomes, control, norms, and attitudes were found to significantly correlate with the intention to teach LGBTQ content.CONCLUSION Participants reported positive attitudes and some measure of control over curricula but did not indicate an intent to incorporate LGBTQ content. Lack of time, knowledge/competence, resources, and training were barriers. A toolkit to facilitate teaching LGBTQ content may increase inclusion in nursing curricula.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Active Learning: A Concept Analysis With Implications for Nursing
Education-
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Authors: Franco-Tantuico; Monina A.
Abstract: AIM The aim of this study was to understand the concept of active learning and its potential use in nursing academia.BACKGROUND The demands for innovative teaching-learning strategies in higher education increased in the past decade to foster higher level of thinking. The nurse educator must prepare students entering the nursing profession, which mandates safe patient care, using a pedagogical learning process such as active learning.METHOD The Walker and Avant method guided this concept analysis.RESULTS The attributes of the concept are learner-centered; dynamic, meaningful, and engaging learning environment; bidirectional collaborative interaction between educator and learner; and ongoing constructive and nonjudgmental feedback. The identified antecedents include the educator’s active learning expertise and the learner’s capacity for higher order thinking.CONCLUSION Nurse educators are responsible for providing effective learning environments based on a sound pedagogical approach. Active learning’s desirable outcomes call for educator support as experts in implementation.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Experiences and Perceptions Gained by Student Nurse Externs Working During
a Pandemic-
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Authors: Ruth-Sahd; Lisa
Abstract: There are no data available presenting the experiences and perceptions of student nurse externs (SNEs) working during the COVID-19 pandemic. This qualitative study was conducted with 12 SNEs to determine their experiences and perceptions during the summer of 2020. The Colaizzi method was used to identify and analyze statements. Four main themes emerged from the data: 1) appreciating holistic compassionate care, 2) progressing from fear toward hope, 3) desiring ethical decision-making skills, and 4) recognizing communication barriers. Implications include emphasizing communication, ethical decision-making strategies, disaster preparedness, and externships as a way to bridge the gap between education and practice.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Acceptance of Remote Education During COVID-19 Outbreak in Undergraduate
Nursing Students-
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Authors: Abuhammad; Sawsan; Gharaibeh, Besher; Kasem, Abedallah; Hamadneh, Shereen
Abstract: This study aimed to examine the acceptance and predictors of remote education through Internet-based learning among undergraduate nursing students in Jordan. An online survey was used with a sample of 344 students to assess satisfaction with remote education. Responses indicated that undergraduate nursing students were unsatisfied with remote education for several reasons. Many students (n = 188, 55 percent) strongly agreed that problems and obstacles were encountered when they studied subjects electronically. The acceptance of remote education was predicted by educational level (p = .01), device used (p = .001), and Internet reliability p = .001).
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- A Comparison of Collaborative Testing and Alternative Test-Taking Methods
on Content Retention in Baccalaureate Nursing Students-
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Authors: Witt; Amy J.; Gerdin, Bethany J.; De Haan, Julie A.; Bergman, Lauren K.
Abstract: Nursing faculty look for ways to promote the retention of content so that students can build on that content and apply it to nursing practice. A study was designed to determine differences in content retention between testing collaboratively, which involves students taking an exam collectively within a small group, using an individual notecard, and including written rationale for test answers during collaborative testing. Students who tested collaboratively had significantly higher long-term content retention than students who tested with the other methods.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Investigating Relationships Between Preparedness for Practice, Grade Point
Average, and Demographic Correlates Among Prelicensure Nursing Students-
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Authors: Wu; Tsu-Yin; Raghunathan, Vedhika; Fox, Diane Porretta
Abstract: Understanding the factors contributing to the clinical preparedness of nursing students provides essential information for their successful transition into the workforce. The aims of this study were to examine preparedness for practice with demographic factors, grade point average, and taking care of multiple patient caseloads. This study used a correlational design with 185 prelicensure nursing students in the midwestern United States. The results showed that self-reported clinical preparedness was associated with program type and externship experience. The findings contribute to nursing education by bringing new information that contributes to the understanding of students’ preparedness for practice.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Connecting Evidence-Based Practice and Clinical Practice Guidelines With
Bachelor of Science in Nursing Students-
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Authors: Key; Betty; Owings, Clara R.; Ford, Cassandra; Graves, Barbara Ann; Robinson, Trent
Abstract: Research has demonstrated the ability of evidence-based practice (EBP) to enhance quality and reliability of health care, improve health outcomes, and reduce cost and health disparities. Nursing curricula often lack best practices for teaching EBP, as well as actual EBP course content, objectives, and activities, to advance student understanding of EBP. The unfortunate results are nurse graduates who do not value or perceive that they can use EBP. This study implemented an EBP assignment assessing clinical practice guidelines as a means of improving EBP beliefs in senior-level nursing students.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Examining the Impact of a Nursing Course Redesign on Student Outcomes,
Faculty Workload, and Costs-
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Authors: Allen; Kimberly; DiBartolo, Mary C.; Walsh, Catherine M.; Freda, Kaynabess
Abstract: This study examined the impact of a nursing course redesign from traditional face-to-face to a hybrid format on student outcomes, workload allocation, and associated costs. In this quasi-experimental study, baccalaureate students received either traditional (n = 47) or hybrid delivery (n = 46); each group had equal degree-type representation. Average exam scores were analyzed using an independent t-test, with no significant differences found between groups. Faculty workload decreased by one third, and there was a 16.6 percent reduction in overall costs to implement the course. Course redesign can be effective for reducing faculty workload and costs while achieving course outcomes.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Disability Attitudes of Nursing Students: A Curriculum Intervention
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Authors: Edwards; Allison P.; Hekel, Barbara E.; Cron, Stanley
Abstract: People with disabilities (PWD) have reported that health care workers’ negative attitudes are among the most significant barriers to accessing health care services. PWD constitute one quarter of the population, yet the curriculum for PWD is inconsistent. This study describes a curriculum intervention allowing student interaction with a panel of PWD to change nursing student attitudes. Surveys were administered before and after the intervention. Our pilot study did not reveal a significant change in attitudes, which suggests that more exposure to PWD and education may be needed.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- The Clinical Pause: An Augmented Approach to Simulation Debriefing in
Nursing Education-
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Authors: Kacalek; Cathy; Krautscheid, Lorretta; Walkley, Vanessa
Abstract: Debriefing after simulation, a form of reflection-on-action, is widely practiced in nursing education. A lesser used alternative is a faculty-facilitated clinical pause. During natural breaks within an unfolding simulation scenario, faculty incorporated Caputi’s thinking skills to facilitate clinical reasoning, reflection-in-action, and timely feedback. The clinical pause enabled well-timed validation of correct thinking, resolution of erroneous thinking, and deliberate practice opportunities to construct contextual meaning. Written student comments, obtained after the simulation, suggest the clinical pause teaching innovation enhanced learning and clinical reasoning. Combining the clinical pause with end-of-simulation debriefing can provide a powerful one-two punch that maximizes clinical judgment.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Virtual Clinical Experiences in Nursing Education: Applying a
Technology-Enhanced Storyboard Technique to Facilitate Contextual Learning
in Remote Environments-
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Authors: Roberts; Michele Livich; Mazurak, Julia O. E.
Abstract: Many schools of nursing were not prepared to transition to remote instruction during the COVID-19 pandemic. Virtual and computer-based simulation can offer a substitution for in-person clinical learning. This article describes the use of storyboards, created by faculty, to provide context during remote clinical experiences. The theoretical basis for the design and implementation of the activity is discussed. Faculty observations of student behaviors (i.e., clinical decision-making, reflection on performance, and engagement) were consistent between computer-based and laboratory-based simulation settings.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Authentic Literature: Literary Fiction as a Textbook to Engage in Nursing
Professional Practice Content-
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Authors: Raber; Anjanette M.; Mood, Laura; Olsen, Joanne
Abstract: This innovative teaching strategy sought to evaluate authentic literature as the primary textbook in a nursing theory course. Arts-based pedagogy can potentiate students’ development of critical thinking skills, which are necessary for sound clinical judgment. At the end of the course, students responded to an online survey to better understand their experience of using authentic literature in nursing. Students reported a high level of agreement on the interconnectedness of themes in the authentic literature with the course purpose and content. Authentic literature provided a contextual perspective for analysis, debate, and formation of clinical nursing judgment.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Innovations in Glucose Monitoring
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Authors: Frith; Karen H.
Abstract: No abstract available
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- The NLN Commission for Nursing Education Accreditation: What a Difference
a Year Makes-
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Authors: Shellenbarger; Teresa
Abstract: No abstract available
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Development and Psychometric Testing of the Academic Clinical Nurse
Educator Skill Acquisition Tool-
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Abstract: No abstract available
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Concept Analysis of Systems Thinking in the Context of Interprofessional
Practice and Improved Patient Outcomes-
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Authors: Merriam; Deborah; Wiggs, Carol; Provencio, Robyn; Goldschmidt, Karen; Bonnett, Pamela; Valazza, Veronica; Brodhead, Josette; Scardaville, Debra; Stalter, Ann
Abstract: AIM The purpose of this study was to explore the definition and application of systems thinking (ST) in interprofessional practice and improved patient outcomes.BACKGROUND Nurse educators need a universal definition of ST to implement in curricula to foster quality and safety while enhancing outcomes for nursing students.METHOD The QSEN RN-BSN Task Force used the hybrid model of concept analysis to identify the process of fostering ST in clinical and didactic learning experiences and how ST changed over time from the perspective of educators.RESULTS The definition of ST in the context of interprofessional practice and outcomes was “a dynamic, analytical process that looks at complex patterns, relationships, and connections within elements and structures, resulting in the ability to recognize the whole picture.”CONCLUSION The concept of ST in the context of interprofessional practice and improved patient outcomes may be integrated within nursing curricula.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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- Whole-Person Development of Undergraduate Nursing Students: A
Multi-University Study-
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Authors: Cruz; Jonas Preposi; Alquwez, Nahed; Alshammari, Farhan; Alabdulaziz, Hawa; Alsharari, Abdalkarem F.; Alqahtani, Friyal Mubarak; Tork, Hanan M. M.; Almazan, Joseph U.
Abstract: AIM This study examines how nursing students in Saudi Arabia view their holistic development during university study and the association between their perceptions and academic performance.BACKGROUND Holistic nursing education fosters broad development and emphasizes students’ cognitive, emotional, social, physical, and spiritual potentials.METHOD This descriptive and correlational study utilizes the Whole Person Development Inventory to collect data from 998 student nurses enrolled in six governmental universities in Saudi Arabia.RESULTS The professional dimension recorded the highest mean, followed by the intellectual, spiritual, physical, and psychological dimensions. The social dimension received the lowest overall mean. Intellectual, psychological, social, and spiritual development has an association with high academic performance.CONCLUSION This study encourages policymakers and various stakeholders concerned with nursing education in the country and worldwide to be intentional and systematic in adapting the whole-person development approach in nursing education.
PubDate: Fri, 01 Jul 2022 00:00:00 GMT-
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