Education Commons^™

University Competency-Based Courses For Internationally Educated Nurses (Iens) In Ontario: A Pilot Education Pathway To Registered Nurse (Rn) Licensure, Elaine E. Santa Mina Dr, Ayesha Bhatti, Patricia Bradley, Elizabeth Manafo, Alice Ormiston, Linda Patrick, Kirsten Woodend

Quality Advancement in Nursing Education - Avancées en formation infirmière

In 2014, a team of nurse educators and champions of internationally educated nurses (IENs) in Ontario, Canada, came together to address the issue of supporting IEN transition to practice as one route to help address nursing shortages. Courses were developed with funding from the Government of Ontario, and policy and coordination support from the Council of Ontario Universities, to pilot an educational bridging pathway for IENs. The faculty team across four Ontario universities used a consortium approach to coalesce province-wide expertise in IEN education. What began as a selection of targeted, competency-based courses has since evolved into a full Competency-Bridging …

Professional Identity Formation: A Concept Analysis, Kathryn Halverson, Deborah Tregunno, Ivana Vidjen

Quality Advancement in Nursing Education - Avancées en formation infirmière

Purpose: Becoming and being a nurse is vaguely conceptualized, so it is important for nurses to understand the defining attributes, antecedents, consequences, model cases, and empirical referents of professional identity with the aim of better understanding the process of its formation.

Method: Walker and Avant’s (2005) method is used to guide this concept analysis of professional identity.

Findings: The analysis indicated that formation of professional identity in nursing consists of three main themes: individual characteristics, becoming a nurse, and professional identity. This article explores our understanding of the concept in relation to the current literature, and a research study conducted …

Nurse Educator Certification: Overview And Evaluation Of The Canadian Association Of Schools Of Nursing Program, Karin Page-Cutrara, Patricia Bradley, Cynthia Baker

Quality Advancement in Nursing Education - Avancées en formation infirmière

The Canadian Association of Schools of Nursing (CASN) has spearheaded an education institute and fostered the growth of an accessible cadre of innovative educational programming that were built on identified national nursing educator competencies. The purpose of this article is to outline the development and structure of the CASN Canadian Nurse Educator Certification Program, share an analysis of one aspect of program evaluation data and summarize the program’s current value to nurse educators. The program offers flexible professional development for Canadian nurse educators through three online modules that prepare participants to sit the national certification exam and attain the designation …

Éducation Des Patients Diabétiques Hospitalisés : Analyse Des Besoins De Formation Auprès Des Infirmières D’Un Hôpital Libanais, Nisrine Moubarak Ph.D, Frederic Douville Ph.D

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

La conception d’une formation en éducation des patients diabétiques hospitalisés devrait s'inspirer des besoins manifestés par les infirmières concernées en termes de compétences dans ce domaine. L’objectif de cette étude qualitative était d’identifier les besoins de formation des infirmières travaillant dans les unités de médecine et de chirurgie dans un hôpital libanais en matière d’éducation des habiletés essentielles aux patients diabétiques hospitalisés [EHEPDH]. Méthode : la méthode de groupes focalisés a été utilisée pour la collecte des données à l’aide d’un guide d’entrevue semi-dirigée. Les besoins exprimés par les trente-deux infirmières participantes ont été classés dans des catégories du …

Changes In Cognitive Control Following A Novel Resilience-Focused Nursing Educational Program: An Exploratory Study, Shannon Dames, Wendy Young, Olave Krigolson, Kelly Zhang, Lincoln Stoller, Robyn Bartle

Quality Advancement in Nursing Education - Avancées en formation infirmière

Patient care is currently challenged by various factors including stress and nurse fatigue that can negatively impact nurses’ health and patient safety. Emotional exhaustion and burnout among nurses are at an all-time high. Canadian nurses are reporting clinical rates of depression, anxiety, and panic at disproportionately higher rates than other public safety personnel. Innovative educational programs are desperately needed to mitigate stress and relieve distress, which will ultimately promote a healthier and more productive workforce. Little is known about the effectiveness of research informed cognitive control education within a community of practice (COP) to help nurses and nursing students process …

Knowledge And Attitudes Of Pharmacogenetics Among Canadian Nurses: Implications For Nursing Education, Noopur Swadas, Sarah Dewell, Sandra J. Davidson

Quality Advancement in Nursing Education - Avancées en formation infirmière

Pharmacogenetic testing is used to tailor medication recommendations based on an individual's genetic makeup. Increased precision in prescribing medication through the use of genetics leads to a reduction in adverse drug reactions resulting in decreased morbidity and mortality. Due to the noted benefits to patient health outcomes and reduction in healthcare costs, a growing number of Canadian health centers and community pharmacies are beginning to offer pharmacogenetic testing. Previous studies indicate that Canadian nurses have minimal education in genomics; however, there has been an increase in attention to nursing roles in the implementation of genomic health practices in recent years. …

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 …

Traduction Et Adaptation D’Un Modèle Du Jugement Clinique Infirmier Pour La Recherche Et La Formation Infirmière En Contexte Francophone, Patrick Lavoie, Marie-France Deschênes, Valérie Richard, Jacinthe I. Pepin, Christine A. Tanner, Kathie Lasater

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Afin de guider le développement de la science et de la pratique de la formation infirmière, la diffusion de connaissances en français sur ce que signifie apprendre à penser comme une infirmière ou un infirmier et la manière de faciliter cet apprentissage demeure un enjeu important. Cet article présente la traduction, l’adaptation et la validation d’une version française du modèle du jugement clinique infirmier de Tanner (2006). Une démarche de traduction, rétrotraduction et validation en quatre étapes a été réalisée selon les recommandations de Sousa et Rojjanasrirat (2011). La version française du modèle a été validée par 10 expertes …

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 …