Medicine and Health Sciences Commons^™

Faculty And Student Online Experiences Amidst The Covid-19 Pandemic: A Descriptive Study (Part 1), Shelley Cobbett, Patricia A. Hansen-Ketchum, Nadine Ezzeddine, Willena I. Nemeth, Debbie Brennick

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: With the declaration of a global pandemic in March 2020, post-secondary institutions closed campuses, learner clinical experiences were suspended, and teaching moved to a fully online format. Prior to data collection, a literature review yielded few results beyond editorials, student and faculty reflections, and blog postings in relation to COVID-19. It is crucial that we learn from the experience of students and faculty to evaluate the novel teaching and learning realized during the pandemic and prioritize a scholarly plan including potential innovative approaches for future educational programming.

Objectives: The overall goal for this multi-site research was to capture the …

From Pilot To Established Practice: Reflecting On The 20-Year Journey Of Implementing A Collaborative Learning Unit Practice Education Model In Victoria, British Columbia, Lenora Marcellus, Darlaine Jantzen, Fanny Vermes, Susan M. Duncan, Joanne Maclaren

Quality Advancement in Nursing Education - Avancées en formation infirmière

Practice-based, or workplace-integrated, learning is a fundamental component of Baccalaureate of Science in Nursing (BSN) programs. The Dedicated Education Unit (DEU) model has been implemented widely in a range of contexts over the past two decades as an alternative to traditional faculty-led and preceptorship models. In Victoria, British Columbia, academic and practice nursing partners adapted and piloted the DEU in 2003 as a Collaborative Learning Unit (CLU) model. As with other DEU initiatives/innovations, the CLU was proposed primarily as a solution to increasing demands on student placement capacity and reduced preceptor availability. Over the past 17 years the CLU approach …

How Could Nursing Education Strengthen Its Contribution To Preventing And Countering Ageism Towards Older Adults? | Comment La Formation En Sciences Infirmières Pourrait-Elle Contribuer Davantage À Prévenir Et Contrer L’Âgisme Envers Les Aîné.E.S?, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Matters Of Change: Nurse Educators’ Experiences Transitioning To A New Curriculum: A Qualitative Approach, Sarah Balcom, Janet Lynne Kuhnke, Lilla Roy

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Nurse educators’ transition to a concept-based curriculum requires organizational and administrative support as well as collaborative teamwork. Implementing curricular changes can be challenging. One-on-one interviews were conducted with nurse educators who shared their perspectives on transitioning from a traditional to a newly adopted concept-based baccalaureate nursing curriculum.

Objective: This study explores nurse educators’ perceptions of change as they transitioned from a traditional four-year (eight-semester) baccalaureate nursing curriculum to a three-year (eight-semester) concept-based curriculum.

Method: The researchers used a qualitative descriptive design. Six nurse educators were recruited using purposive sampling. The interviews were conducted by a nurse educator new to …

Self-Study: A Method For Continuous Professional Learning And A Methodology For Knowledge Transfer, Judy C. Woods

Quality Advancement in Nursing Education - Avancées en formation infirmière

Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education.

Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. She translated and then implemented these strategies in nursing education. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, …

Physical Assessment Skills Used By Registered Nurses, Sherry Morrell, Gina Pittman, Natalie Giannotti, Fabrice Mowbray

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Nurses work in a wide variety of settings. Therefore, it is essential for nursing educators to continually evaluate and adapt nursing programs to ensure that the curricula prepare students to practice in a variety of health care settings. In this study, we sought to determine which skills were routinely used by registered nurses and to examine whether the cumulative number of practice settings influenced the number, and type, of physical assessments used.

Methods: An electronic or a paper survey was distributed to registered nurses who worked as nursing clinical instructors at a mid-sized university in this cross-sectional study. Measures …

Traduction Et Adaptation En Langue Française Du Lasater Clinical Judgment Rubric: Une Étude Multicentrique, Jacinthe Beauchamp, Michelle Lalonde, Viviane Fournier, Sabrina Mehiz, Marco Pedrotti, Isabelle Michel, Pierre Godbout, Ivan Simoneau, Kathie Lasater

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Contexte : Les infirmières nouvellement diplômées ont souvent un niveau insuffisant de jugement clinique pour le contexte de soins aigus et critiques lorsqu'elles commencent leur pratique. Faciliter le développement du jugement clinique pendant leur formation est essentiel.

But de l’étude : Produire un instrument en langue française, fondé sur les résultats de la traduction et de la validation dans différentes régions de la francophonie d’un instrument existant, permettant d’apprécier le développement du jugement clinique.

Méthode : Étude multicentrique internationale. Traduction et validation transculturelle en cinq étapes : 1. sélection d’un instrument valide et fidèle en langue anglaise; 2. traduction …

A Universal Design For Success: A Mixed-Methods Case Study Of A First-Year Bscn Course, Ann Mary Celestini, Catherine Ann Thibeault, Behjat Masood, Brittany Perera

Quality Advancement in Nursing Education - Avancées en formation infirmière

No single universal learner type exists, however historically, pedagogical practices in higher education have focused on meeting the learning needs of an average or typical student. The purpose of this study was to describe the manner and extent in which a course, designed using Universal Design for Learning (UDL) principles, provided an inclusive learning environment to a diverse population of first-year baccalaureate nursing students. Co-instructors redesigned a large in-person and place-based course using theoretical and structural principles of UDL to remove potential learning barriers and promote authentic inclusion of all students. A convergent mixed methods descriptive case study design was …

Critical Consciousness In Nursing Education | Conscience Critique En Formation Infirmière, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Reconciling Taking The "Indian" Out Of The Nurse, Andrea Kennedy, Danielle H. Bourque, Domonique E. Bourque, Samantha Cardinal, R. Lisa Bourque Bearskin

Quality Advancement in Nursing Education - Avancées en formation infirmière

Currently, we are faced with an important equity gap and opportunity for nursing in higher education related to Indigenous Peoples and health. While Westernized higher education often marginalizes Indigenous Peoples, there is an important opportunity to respectfully engage with Indigenous Knowledges. Furthermore, broadening perspectives beyond a dominant Westernized worldview has the potential to advance higher education for Indigenous and non-Indigenous learners alike. We are concerned that ongoing assimilation of Indigenous learners poses a profound risk of social injustice that is contrary to the aim of higher education. In our effort to reconcile nursing education in this context, we offer this …

Special Edition Interview With Dr. Marilynn Wood | Édition Spéciale - Entrevue Avec Dre Marilynn Wood, Sioban Nelson, Pauline Paul

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Special Edition Interview With Dr. Jacinthe Pepin | Édition Spéciale - Entrevue Avec Dre Jacinthe Pepin, Sioban Nelson, Pauline Paul

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

The History Of Nursing Education | L’Histoire De La Formation En Sciences Infirmières, Sioban Nelson, Pauline Paul

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

“You Want Me To Come To Your Office?!”: Student Experiences Of Moving From Failure To Success In A Nursing Course, Sonya L. Jakubec, Joanne Bouma, Joseph Osuji, Mohamed T. El Hussein

Quality Advancement in Nursing Education - Avancées en formation infirmière

The experiences of undergraduate nursing students facing and overcoming failure in their coursework must be understood in order for nurse educators to effectively engage and provide supportive strategies to their students. A student-centred learning perspective and interpretive phenomenological approach to research frames this study of ten students’ accounts of their experiences from failure to success in a second year nursing course. Central themes include: Feeling Uncomfortable, Finding Confidence, and Cultivating a New Identity. Seeking feedback and building study habits and central to the students' pursuit of confidence and new identity formation. Implications for nurse educators’ proactive engagement with …

Quality Nursing Education In Unprecedented Times – Teaching And Learning For The Unexpected | La Qualité De La Formation En Sciences Infirmières En Cette Période Sans Précédent - Apprendre Et Enseigner Pour L’Inattendu, Florence Myrick, Jacinthe I. Pepin

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Governance Education: Preparing Nurses Of Influence In Contemporary Times / La Formation À La Gouvernance : Préparer Des Infirmières D’Influence Dans Le Contexte Actuel, Florence Myrick, Jacinthe I. Pepin

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Facilitation Of Disorientating Events For The Rpn To Bscn Learner / Soutenir, Par Des Occasions Déconcertantes, Les Apprentissages De L’Infirmière Diplômée D’Un Programme Collégial (Rpn En Ontario) Pour Devenir Infirmière Bachelière (B.Sc.), Maurine Parzen, Katharine Janzen

Quality Advancement in Nursing Education - Avancées en formation infirmière

Jack Mezirow’s transformative learning theory provides a framework in which to explore learning experiences that facilitate the Registered Practical Nurses (RPN) who returns to school to upgrade their credentials to that of a Registered Nurse (RN). It is through self-exploration and critically reflection upon previous nursing knowledge that RPNs can begin to enhance their knowledge and transform their practice. Mezirow claims there are precursor steps that adult learners contemplate as they engage in the process of perspective transformation which is initiated by disorientating dilemmas. RPNs who return to school to upgrade their credentials to that of an RN need to …

Moving Forward In Nursing Education Through A Participatory Mode Of Thinking / Aller De L’Avant En Formation Infirmière En Adoptant Un Mode De Pensée Participatif, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Clinical Reasoning On An Assignment: Baccalaureate Nursing Students' Perceptions / Raisonnement Clinique À Partir D’Un Travail Écrit : La Perception D’ Étudiantes Au Baccalauréat En Sciences Infirmières, Karen Oostra, Barbara Astle, Heather Meyerhoff

Quality Advancement in Nursing Education - Avancées en formation infirmière

Baccalaureate nursing students must develop strong clinical reasoning skills to make sound clinical judgments regarding patient care. The purpose of this Interpretive Descriptive qualitative study was to explore how students understand the evolution and application of their own clinical reasoning skills. Eight nursing students were interviewed about their perceptions regarding the use of clinical reasoning skills on a written, patient scenario based assignment. An overarching theme of Over Time emerged along with two themes: Understanding of Clinical Reasoning and Making Sense of the Assignment. Sub-themes were identified as not knowing, knowing, applying knowing and valuing knowing. Students understood their …

The Pedagogical Practices Of Clinical Nurse Educators - Les Pratiques Pédagogiques Des Infirmières Formatrices Cliniques, Anita Jennings, Clare Brett

Quality Advancement in Nursing Education - Avancées en formation infirmière

Clinical practice are an important component of undergraduate nursing education and involve clinical nurse educators who are primarily responsible for teaching student nurses in that context. Twelve nurse educators who taught in the clinical arena participated in this grounded theory study. These participants taught in a number of undergraduate nursing programs in a large metropolitan city in Ontario, Canada. The results revealed several insights and in this article the authors focus on one in particular: the various intersecting forms of knowledge that nurse educator participants brought to their teaching practice. The results from this study provide a more detailed understanding …

On The Nature Of The University And What It Means For Nursing Education - La Nature De L’Université Et Ses Implications Pour La Formation En Sciences Infirmières, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Valuing Curriculum Evaluation As Scholarship: A Process Of Developing A Community Of Scholars (Valoriser L’Évaluation De Programmes D’Études Comme Forme De Scholarship : Un Processus De Création D’Une Communauté De Chercheuses), Betty Tate, Marilyn Chapman, Cheryl Zawaduk, Doris Callaghan

Quality Advancement in Nursing Education - Avancées en formation infirmière

Curriculum evaluation is an essential and complex activity intended to foster understanding of how teaching-learning practices serve to meet educational goals. This position paper provides a retrospective from the authors' lived experience of one multi-institutional collaborative nursing programs' history of curriculum evaluation and scholarship growth over twenty-five years. Key themes include an overview of collaborative curriculum evaluation underpinned by three philosophical perspectives, the influence of accreditation and re-mandated post-secondary institutions on scholarship development, an affirmation of curriculum evaluation as a form of knowledge development as supported by Boyer’s model of scholarship, and the development of scholarship expertise across collaborative partners …

Perceptions Of Graduates From A Canadian Bachelor Of Nursing Program: Preparing For The Registered Nurse National Council Licensure Examination (Nclex-Rn) (Perceptions Des Diplômées D’Un Programme Canadien De Baccalauréat En Sciences Infirmières : Préparation À L’Examen Pour Infirmières Autorisées Du National Council Licensure Examination (Nclex-Rn), Nancy C. Logue, Renee Gordon

Quality Advancement in Nursing Education - Avancées en formation infirmière

Perceptions of Graduates from a Canadian Bachelor of Nursing Program: Preparing for the Registered Nurse National Council Licensure Examination (NCLEX-RN) As a self-regulated profession, nursing in Canada is based on legislation enacted by provincial and territorial associations with the purpose of protecting the public from harm (Marquis & Trajan, 2012). Since 1970 most Canadian jurisdictions required completion of national examinations to obtain professional licensure (Elliott, Rutty & Villeneuve, 2013; Kovner & Spetz, 2013). In 2011 the Canadian Council of Registered Nurse Regulators (CCRNR) announced the Canadian Registered Nurse Examination (CRNE) would be replaced with the National Council Licensure Examination-Registered Nurse …

Promoting Scholarship And Faculty Development Through Faculty Learning Communities, Olive J. Yonge Dr., Sandra J. Davidson

Quality Advancement in Nursing Education - Avancées en formation infirmière

Faculty learning communities (FLCs), whether they are topic or cohort-based, are a form of professional development that promote scholarship and collegiality among faculty members. This article describes how a number of FLCs were initiated in a Faculty of Nursing (FoN). Members who participated described the FLCs as scholarly, creative and morale enhancing. One of the most significant impacts in the topic-based FLCs was having members create a scholarly product such as articles, letters, theatrical performances, books, faculty modules, briefs and paintings. For the cohort-based FLC the product was preparing pre tenure faculty for tenure. It is recommended FLCs be voluntary, …

Innovation In Teaching And Learning - Innover En Enseignement - Apprentissage, 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.

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) …

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 …

Furthering Nursing Scholarship In Today's Postsecondary Institutions: The Legacy Of Ernest Boyer, Lois E. Berry

Quality Advancement in Nursing Education - Avancées en formation infirmière

Nursing faculty members are often frustrated with, resentful of, or intimidated by the research and scholarship requirements expected of them today. The discussion in this paper is intended to aid nursing faculty members’ understanding of their work in the context of the current trends in research and scholarship in North American post-secondary institutions. Nursing faculty members require a clear understanding of Boyer’s four domains of scholarship, as they form the basis of quality indicators in both Canadian and United States accreditation programs for baccalaureate programs. Boyer’s domains of scholarship must be understood in the historical context in which they were …

Les Défis Et Le Rôle De Doyenne Dans L’Avancement De La Qualité De La Formation Infirmière / Challenges And The Role Of Dean In Advancing Quality Nursing Education, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.