Education Commons^™

Investigating The Integration Of Student Learning Resources In Preparation For The Nclex-Rn: Phase One Of A Canadian Two-Phase Multi-Site Study, Shelley L. Cobbett, Willena I. Nemeth, Joanne Macdonald

Quality Advancement in Nursing Education - Avancées en formation infirmière

Evidence-informed education practices are critical in determining effective student preparatory learning resources for the NCLEX-RN examination. Standardized testing in nursing education programs has been demonstrated to increase students NCLEX-RN success. A widely researched assessment tool for predicting NCLEX-RN examination outcomes is the HESI^TM RN Exit Exams. The HESI Exit Exam (E²) was determined to be between 93.36% and 99.16% accurate in predicting NCLEX-RN success (N = 49,115) with samples derived from various nursing programs throughout the United States.

Purpose: This two-phase, multi-site ex-post facto study was to investigate NCLEX-RN Student Preparatory Learning Resources within the Canadian context. …

Discerning Success Of Indigenous Health Students In Community-Based Programs, Marti Harder, Barbara Astle, Sonya Grypma, Evelyn Voyageur

Quality Advancement in Nursing Education - Avancées en formation infirmière

In recent years, there has been a shift in Canadian healthcare education. In some regions where access to healthcare education may be limited, post-secondary educational institutions have partnered with local Indigenous groups to provide community-based healthcare educational programs to attract and support Indigenous students. The purpose of this study was to explore how members of a community with a community-based healthcare program describe student success and the factors that influence it. As part of a qualitative study, eight participants from a northern Canadian community were interviewed about their descriptions of success, and its influencing factors in a community-based healthcare program. …

Theory-Based Practice As Plural Interpretations: A Case Of The The Integration Of The Humanbecoming Theory In A Palliative Care Setting, Diane Tapp, Mireille Lavoie, Nicolas Vonarx

Quality Advancement in Nursing Education - Avancées en formation infirmière

Nurses and students are generally encouraged to base their practice on nursing grand theories and models. However, the concrete benefits of these models in practice are often debated. Given that past studies were mostly dedicated to documenting the benefits of nursing theories in practice and were conducted by their supporters, their contribution to the debate is questionable. In 2012, we conducted a retrospective case study in a palliative care unit in Canada where caregivers have based their practice on the Humanbecoming theory since two years. We aimed to examine the process of integration and its effects. Data was obtained from …

Writing Assignments: A Relatively Emotional Experience Of Learning To Write In One Baccalaureate Nursing Program, Susan Chaudoir, Gerri Lasiuk, Katherine Trepanier

Quality Advancement in Nursing Education - Avancées en formation infirmière

This article specifically reports findings from an interdisciplinary case study that explored classroom experiences of learning to write across one baccalaureate nursing degree program in Canada. A combination of rhetorical genre and situated learning theories and institutional ethnography methods were used to help document student and instructor experiences of learning to write two recurring writing assignments called the scholarly paper and journal of reflective practice, which students composed in each semester of their program. Data included 38 classroom/student observations, 22 assignment instruction documents, and 39 voluntary, semi-structured interviews with 34 students and 5 instructors from 4 courses. Interviews focused primarily …

Preparing Nurses As Leaders: How Far Have We Come? / Former Les Infirmières Au Leadership : Où En Sommes-Nous?, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Interview With Dr. Janet Landeen / Entrevue Avec La Dre Janet Landeen, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

A Capstone Project: A Way To Integrate Knowledge And Empower Students To Become Change Agents In The Practice Setting., Louela Manankil-Rankin, Ola Lunyk Child, Ruth Chen, Lynn Martin, Lynda Bentley Poole

Quality Advancement in Nursing Education - Avancées en formation infirmière

Nursing education today calls for creative and innovative ways in preparing students for the future. The growing complexity in the practice setting demands that nursing students gain exposure to skill sets that empower them to be change agents. A capstone project in the final year of an Undergraduate Nursing Program enabled students to integrate their knowledge from all areas of their curriculum to address quality improvement (QI) issues. While the students’ projects were not QI projects, they functioned as precursors or ideas for future QI initiatives. The capstone projects were graded using a designed marking rubric that addressed the Undergraduate …

Cognitive Rehearsal Training For Upskilling Undergraduate Nursing Students Against Bullying: A Qualitative Pilot Study, Florriann C. Fehr Dr., L. Michelle Seibel Ms.

Quality Advancement in Nursing Education - Avancées en formation infirmière

The purpose of this qualitative study is to examine the effectiveness of an anti-bullying intervention called Cognitive Rehearsal Training (CRT) using a workshop format to increase third year nursing students’ knowledge and confidence to address bullying behaviour. A lanyard card identifying ten common bullying behaviours and possible phrases to stand up to bullying was used as a tool to Stop! Reflect! and Respond! as a process to resolve conflict (Griffin, 2004; Griffin & Clark, 2014). Although similar bullying interventions have been studied among practicing nurses, few studies exist that involve students within their pre-licensure training program (Iheduru-Anderson, 2014; Thomas, 2010) …

Quiet Lampshade In The Corner? Exploring Fourth Year Nursing Students' Narratives Of Transition To Professional Practice, Joanna Szabo, Sonya L. Jakubec, Katherine J. Janzen

Quality Advancement in Nursing Education - Avancées en formation infirmière

Recruitment and retention issues continue to be prevalent in all domains of nursing practice. Nursing students’ transition into practice is an understudied area of this concern. This study specifically explored the question: How do fourth year nursing students make meaning of their transition to professional practice? Data was collected from twenty-two field note journals and seven face-face interviews emerging from a capstone nursing theory course focused on nursing leadership, relational ethics, complex healthcare contexts and responsive action. For the participants of this study, the meaning of transitioning to practice manifested as: developing complex identity awareness, mediating expectations in the struggle …

Nursing Faculty's Needs Of Knowledge, Beliefs, And Readiness To Implement Interprofessional Education In Their Teaching: An Exploratory Study, Louise Racine, Hope Bilinski, Paul Spriggs

Quality Advancement in Nursing Education - Avancées en formation infirmière

The drive towards interprofessional health education in nursing cannot be isolated from political and financial factors that affect Western countries and the demands for knowledge and skills required to face the health challenges of the 21^st century. Complex social determinants of health relating to demographic aging, health inequities, higher prevalence of non-communicable illnesses, and the rise of health care costs constitute the forces that push for the delivery of interprofessional health education. Despite the growing literature on interprofessional education in nursing and health sciences, less attention has been devoted to studying the needs of faculty development needs of nurse …

Nursing Education In The Digital Age / La Formation En Sciences Infirmières À L’Ère Du Numérique, Florence Myrick, Jacinthe I. Pepin

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.