Scholarship of Teaching and Learning Commons^™

Scaffolding Information Literacy Learning For Undergraduate Nursing Students: A Mixed-Method Exploration Of Student Il Self-Efficacy, Hanneke Croxen, Jody Nelson, Lisa Mckendrick-Calder, Wanhua Su

Quality Advancement in Nursing Education - Avancées en formation infirmière

Abstract

Purpose: Information literacy (IL) competency is an essential component of evidence-informed nursing practice. It is integral to introduce and develop core information literacy competencies for evidence-informed practice within undergraduate education programs. Research has shown undergraduate students may experience challenges with information literacy skills. More research to inform teaching methodologies that effectively enhance students’ skills and abilities, as well as their self-efficacy with these skills, is needed. This article describes an innovative teaching strategy, called journal club, which uses scaffolded learning activities in small groups over one semester.

Methods: This mixed-methods research study used a non-experimental pre-post survey and was …

Advancing Quality Nursing Education In Today’S World, Take Two | Avancées En Formation Infirmière Dans Le Monde Contemporain, Prise Deux, Jacinthe I. Pepin, Susan M. Duncan

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

Artificial Intelligence (Ai) In Nursing Education And Intellectual Output: Ethics, Responsibility, Integrity, And Transparency | L’Intelligence Artificielle Dans La Formation Et La Production Intellectuelle En Sciences Infirmières : Éthique, Responsabilité, Intégrité Et Transparence, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

First Semester Nursing Student Perceptions Of Their Knowledge Of And Difficulties In Performing Supportive Caring Actions, Monica Carlsson Blomster, Mikael Rask, Gunilla Lindqvist

Quality Advancement in Nursing Education - Avancées en formation infirmière

Students in nursing education do not need to have any experience of having worked in healthcare prior to entering the programme. A total of 123 students rated their perceived knowledge and degree of difficulty in performing supportive caring actions during the first semester of their nursing education. The study, which has a descriptive approach, has been carried out using the Verbal and Social Interaction for Nursing Students (VSI-NS) questionnaire that contains four factors: Inviting to talk about feeling and thoughts, Building a caring relationship, Encouraging social and practical aspects in daily life and Caring towards health and well-being. The results …

Transitions In A Phd In Nursing Program: A Critical Reflection On Students' Perceptions, Paulina Bleah, Jovina Concepcion Bachynski, Rianne Carragher, Benjamin Carroll, Corey Heerschap, Emily Macleod, Martha Whitfield, Amina Silva

Quality Advancement in Nursing Education - Avancées en formation infirmière

Introduction: The purpose of this critical reflection is to share the collective experiences of eight doctoral students transitioning through a PhD nursing program at a Canadian University.

Background: Globally, a nursing shortage of over a million nurses threatens to significantly impact patient safety and quality of care. One proposed response to the nursing shortage is to increase enrollment of students in nursing programs, with the aim of graduating more qualified nurses. However, a concurrent shortage of nursing faculty is impacting the profession’s ability to effectively respond to this issue, with fewer nurses completing doctorate degrees than there are existing vacant …

Practicum Structures And Nursing Student Retention/Achievement Rates In A United Kingdom University: A Quantitative Analysis, Phil M. Coleman

Quality Advancement in Nursing Education - Avancées en formation infirmière

This study sought to examine whether the consistent application of a specific placement design to student practice learning experiences within two pre-registration nursing degree programmes offered by a university in the United Kingdom (UK) affected retention and achievement levels. The quantitative analysis involved a sample of 460 employer-sponsored undergraduates, all of whom worked as non-registrant carers, within two cohorts of a part-time adult (physical) or mental health nursing degree programme, both of four years duration, offered by a large academic institution with a presence in all four UK nations. Cross-tabulation and multinomial logistic regression analyses found no statistically significant relationship …

Impact Of The Covid-19 Pandemic On Nursing Students’ Clinical Learning Experiences In British Columbia: The Student Perspective, Krista Sferrazza, Maura Macphee, Farinaz Havaei, Suzanne Hetzel Campbell

Quality Advancement in Nursing Education - Avancées en formation infirmière

The clinical learning environment is where nursing students gain knowledge, practice skills and become socialized into the nursing profession. Traditionally, in Canada, the clinical learning environment takes place hospital and community settings. The COVID-19 pandemic required quick thinking by nursing faculty to replace on-site clinical hours. Given the quick change-over, there was minimal consideration given to nursing students' perspectives in the planning stages. This study aimed to investigate nursing students' experience in the clinical learning environment before and during the COVID-19 pandemic. The perceived quality of students' learning experiences was assessed using the Clinical Learning Environment, Supervision and Nurse Teacher …

The Impetus Of Covid-19 In Transforming Nursing Education Through Informatics, Amelia Chauvette, Pauline Paul, Manal Kleib

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: National nursing organizations worldwide have called for the inclusion of digital tools in nursing curricula to prepare future nurses to use digital tools in their professional practice.

Objective: This study explored the experiences of nursing faculty with respect to integrating digital tools in their teaching to support undergraduate student learning during the COVID-19 pandemic.

Method: This study was a focused ethnography featuring semi-structured interviews, field notes, and artifacts. Data were analyzed concurrently with data collection, using thematic analysis. A total of 21 participants from nine undergraduate nursing programs in Western Canada were interviewed as part of a larger …

Quest To Belong: Nursing Students’ Perceptions While Transitioning From College To University, Janet Montague, Joyce Tsui, Roya Haghiri-Vijeh, Michelle Connell

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Students face challenges throughout their undergraduate nursing programs. Adapting to university, accessing resources, and transitioning from one year to the next and between institutions are examples of these challenges. Limited research exists on the perceptions of undergraduate nursing students’ sense of belonging while transitioning from college to university in a collaborative nursing degree program in Canada.

Purpose of the Study: The purpose of the study was to examine third year undergraduate nursing students’ perception of sense of belonging while transitioning from college to university in a collaborative nursing degree program. More specifically, the study aimed to identify factors that …

Exploring Belongingness In An Accelerated Nursing Program: A Qualitative Study, Elisabeth Bailey, Mathurada Jullamon

Quality Advancement in Nursing Education - Avancées en formation infirmière

Accelerated baccalaureate nursing programs have proliferated to meet the demands of the current and projected nursing shortage. While these programs serve an important function, accelerated nursing students face unique challenges related to fast pacing, content-heavy courses, and swift transition into complex clinical learning environments. These challenges, coupled with the realities of a strained nursing educator workforce, are potential threats to learning environments that are supportive of students’ academic tenacity and social belonging. While a clear link between nursing students’ positive sense of belonging and their success in clinical learning environments has been established, there is scant research looking at the …

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 …

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, …

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.

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.

“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 …

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 …

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, …

On Mentoring In Nursing Academia - Le Mentorat En Milieu Universitaire En Sciences Infirmières, Jacinthe I. Pepin, Florence Myrick

Quality Advancement in Nursing Education - Avancées en formation infirmière

No abstract provided.

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) …