Medicine and Health Sciences Commons^™

Innovative Lesson Plans For Active Learning: Teaching Nursing Research And Evidence-Based Practice, Susan M. Strouse Phd, Rn, Genevieve B. Elrod Phd, Rn, Ocn, Karyn Butler Phd, Rn, Fpmhnp-Bc, Cnm, Chibwe Caroline Powell Bsn, Rn, Afokoghene Odhu Bsn, Rn

Karyn Butler, PhD, CNM

Innovative Lessons Plans for Active Learning: Teaching Research and Evidence-Based Practice is a resource in research and evidence-based practice for active learning in the undergraduate nursing classroom. It is meant to supplement any nursing research text. Designed to provide educators with creative teaching ideas, this text includes a variety of lessons on nursing research topics. Topics include bias, measurement, sampling, theory and more. Lessons provide active learning for in-class, hybrid, and online formats. Each lesson includes objectives, overview, and detailed steps. As an open access resource, the text is continuously in-process. Designed to be independent of any published text, the …

Nurse Educator Perceptions Of Faith-Based Organizations For Service-Learning, Rebecca Power, Amy R. Toone, Belinda Deal

Belinda Deal

Knowledge about service-learning for nursing students in faith-based organizations (FBOs) is limited. This descriptive study explored the perceptions of nurse educators about using FBOs for service-learning clinical sites. Participants (N=112) relayed specific benefits and barriers to using FBOs for service-learning clinical experiences. Recommendations are made for effective school–FBO partnerships.

Rn To Bsn Education For Future Nurse Leaders, Janice Smolowitz, Courtney Reinisch

Courtney Reinisch

No abstract provided.

Innovations In Rn To Bsn Education Through Inter-Professional Partnership, Courtney Reinisch, Janice Smolowitz

Courtney Reinisch

No abstract provided.

Transprofessional Education – An Asynchronous Approach, Courtney Reinisch

Courtney Reinisch

Creating an opportunity inter-professional educational for nursing students involves challenges in logistics and resources.

Innovations In Rn To Bsn Education Through Inter-Professional Partnership, Courtney Reinisch, Janice Smolowitz

Courtney Reinisch

No abstract provided.

Six Creative Ways To Implement Interprofessional Education (Ipe) And Practice - Without An Academic Medical Center On Campus, Courtney Reinisch

Courtney Reinisch

It seems logical that health professionals should be taught how to respectfully and effectively communicate across professional lines. However, coordinating this type of academic experience has its challenges. Associate Professor & Undergraduate Program Director at Montclair State University, Courtney Reinisch, shares her experiences with creating opportunities for interprofessional education and partnerships on campus.

Prefinal With Without The Tables_ Clean 15-1-2018.Docx, Shahla Meedya, Carolyn Antoniou, Victoria Neville, Lindsey Brett, Neda Hodaei

Shahla Meedya

Redesigning Web-Based Courses For Nurse Educators. Fully Online? Hybrid?, Elaine Barber Parker, Maureen E. Wassef, Judith Abbate

Elaine Parker

Background: Schools of nursing are experiencing faculty shortages which limit student admissions. The additional time and effort needed to gain competency as an academic nurse educator is one reason for this shortage. Nurse educator web-based courses offer increased flexibility in time management as well as reduced commuting time, however not all nurses embrace the online learning environment. Aim: Expand access to two web-based nurse educator courses at the University of Massachusetts Worcester by offering nurses the choice, within a single course, of completing either a hybrid or fully online course. N620: Teaching and Curriculum DevelopmentN623: Identifying and Measuring Outcomes Research …

Redesigning Web-Based Courses For Nurse Educators. Fully Online? Hybrid?, Elaine Barber Parker, Maureen E. Wassef, Judith Abbate

Elaine Parker

Background:
Schools of nursing are experiencing faculty shortages which limit student admissions. The additional time and effort needed to gain competency as an academic nurse educator is one reason for this shortage. Nurse educator web-based courses offer increased flexibility in time management as well as reduced commuting time, however not all nurses embrace the online learning environment.

Aim:
Expand access to two web-based nurse educator courses at the University of Massachusetts Worcester by offering nurses the choice, within a single course, of completing either a hybrid or fully online course.

N620: Teaching and Curriculum Development
N623: Identifying and Measuring Outcomes …

The Journey Through Doctoral Education, Nila Reimer

Nila Reimer

Students who gain new knowledge by integrating scholarliness and stewardship for the nursing profession possess key ambitions for succeeding in nursing doctoral education. In this narrative inquiry, a student reflects on themes of scholarly integration, intellectual community, and stewardship that are embedded in the values and attitudes evidenced in the culture of a Doctor of Philosophy in nursing program. The doctoral student’s personal reflection demonstrates professional growth during the experience of nursing doctoral education. This inquiry provides guidance for other students as they embark on their journey toward scholarly development and stewardship during their doctoral education experience.

The Journey Through Doctoral Education, Nila Reimer

Nila Reimer

Students who gain new knowledge by integrating scholarliness and stewardship for the nursing profession possess key ambitions for succeeding in nursing doctoral education. In this narrative inquiry, a student reflects on themes of scholarly integration, intellectual community, and stewardship that are embedded in the values and attitudes evidenced in the culture of a Doctor of Philosophy in nursing program. The doctoral student’s personal reflection demonstrates professional growth during the experience of nursing doctoral education. This inquiry provides guidance for other students as they embark on their journey toward scholarly development and stewardship during their doctoral education experience.

Cultural Norms Of Clinical Simulation In Undergraduate Nursing Education, Susan G. Mcniesh

Susan McNiesh

Simulated practice of clinical skills has occurred in skills laboratories for generations, and there is strong evidence to support high-fidelity clinical simulation as an effective tool for learning performance-based skills. What are less known are the processes within clinical simulation environments that facilitate the learning of socially bound and integrated components of nursing practice. Our purpose in this study was to ethnographically describe the situated learning within a simulation laboratory for baccalaureate nursing students within the western United States. We gathered and analyzed data from observations of simulation sessions as well as interviews with students and faculty to produce a …

Sim-Man: Not Your Grandma's Nursing Education, Jamie Peppler, Jane Dannhausen, Katherine Willock

Jane E. Dannhausen

No abstract provided.

Proactive Policy Planning For Unexpected Student Distress During Simulation, Janet Willhaus, Mitzi Averette, Michael Gates, Janet Jackson, Susan Windnagel

Janet Willhaus

Stress reactions resulting from participation in simulation scenarios are seldom reported in the literature but are often informally discussed by simulation faculty seeking guidance to manage the occurrences. Although simulation faculty members often describe events where a single learner’s distress interrupted learning for all involved, no examples of policies to plan for this kind of occurrence are available in the simulation literature. This article offers suggested best practices for identifying and assisting students who exhibit uncontrolled stress in simulation and includes a sample policy for planning.

Video Project Brings New Life To Community Engagement, Heather Krull

Heather Krull

10.3928/01484834

Students' Perceptions Of Clinical Reasoning Development, Rebecca S. Jensen

Rebecca S Jensen

Scores on a survey measuring students’ perceptions of clinical reasoning skills were compared across a curriculum and across programs to determine if differences existed. Scores increased significantly from beginning to end of the curriculum; differences between programs, associate (AS) and baccalaureate (BS), were realized; and the survey discriminated among students in three different programs: AS, BS, and registered nurse to BS.

The Effect Of Curricular Sequencing Of Human Patient Simulation Learning Experiences On Students’ Self-Perceptions Of Clinical Reasoning Abilities, Rebecca Jensen

Rebecca S Jensen

It is unknown whether timing of human patient simulation (HPS) in a semester, demographic (age, gender, and ethnicity), and situational (type of program and previous baccalaureate degree and experience in healthcare) variables affects students‘ perceptions of their clinical reasoning abilities. Nursing students were divided into two groups, mid and end of semester HPS experiences. Students‘ perceptions of clinical reasoning abilities were measured at Baseline (beginning of semester) and Time 2 (end of semester), along with demographic and situational variables. Dependent variable was Difference scores where Baseline scores were subtracted from Time 2 scores to reveal changes in students‘ perceptions of …

Clinical Reasoning During Simulation: Comparison Of Student And Faculty Ratings, Rebecca Jensen

Rebecca S Jensen

A recently developed tool, the Lasater Clinical Judgment Rubric (LCJR) was used to evaluate nursing students' clinical reasoning during simulated pateint care scenarios. For two semesters, students and nursing faculty completed the clinical reasoning tool after participating in and observing students' reactions to simulated emergent patient simulations. Sores were compared between nursing students and faculty and between programs, associate (AS) and baccalaureate of science (BS). Students' scores differed statistically based on program, BS means greater than AS, but student and faculty ratings were rarely significantly different. Additional research across multiple programs for a larger sample size and additional testing of …

Nursing Students’ Attitudes About Psychiatric Mental Health Nursing, Lauren Hunter, Tayler Weber, Mona Shattell Phd, Rn, Faan, Barbara Harris

Mona Shattell

No abstract provided.

Culturally Competent Practice In A Pre-Licensure Baccalaureate Nursing Program In The United States: A Mixed-Methods Study, Mona Shattell, Liz Stevens, Nego Crosson, Ashlee Zackeru, Sharon Starr, Jie Hu, Clifford Gonzales

Mona Shattell

No abstract provided.

Nursing Faculty Partner On Book: Role Development For The Nurse Practitioner, Susan Denisco

Susan DeNisco

Sacred Heart University Professors Susan DeNisco and Julie Stewart recently published a textbook for nursing practitioners titled, Role Development For the Nurse Practitioner.

Using A Research Log And Reflective Writing To Improve Ebp And Information Literacy Skills Of Bsn Students, Suzanne E. Zentz, Kimberly J. Whalen

Kimberly J. Whalen

Baccalaureate nursing educators must prepare nurses to implement evidence-based practice (EBP). BSN nurses must be able to effectively identify, analyze, and synthesize evidence (AACN, 2008). In a nursing research course, students conducted group projects which required searching for the best evidence. Project evaluations revealed that students were not searching systematically. To facilitate EBP and information literacy skill development, a collaboration between the College of Nursing and Library Services emerged. Targeted Learning Outcomes 1. Formulate a strategic search using databases and Internet resources 2. Evaluate and select the ‘best available’ evidence 3. Document systematic search (keywords, subject headings, limiters, and results) …

Using A Research Log And Reflective Writing To Improve Ebp And Information Literacy Skills Of Bsn Students, Suzanne E. Zentz, Kimberly J. Whalen

Suzanne E Zentz, DNP, RN, CNE

Baccalaureate nursing educators must prepare nurses to implement evidence-based practice (EBP). BSN nurses must be able to effectively identify, analyze, and synthesize evidence (AACN, 2008). In a nursing research course, students conducted group projects which required searching for the best evidence. Project evaluations revealed that students were not searching systematically. To facilitate EBP and information literacy skill development, a collaboration between the College of Nursing and Library Services emerged. Targeted Learning Outcomes 1. Formulate a strategic search using databases and Internet resources 2. Evaluate and select the ‘best available’ evidence 3. Document systematic search (keywords, subject headings, limiters, and results) …

Testing A Mnemonic On Response Skills During Simulated Codes, Luanne Linnard-Palmer, William Phillips, Margaret Fink, Olivia Catolico, Natalie Sweeny

Margaret Fink

Testing A Mnemonic On Response Skills During Simulated Codes, Luanne Linnard-Palmer, William Phillips, Margaret Fink, Olivia Catolico, Natalie Sweeny

Luanne Linnard-Palmer

Nursing Prof Julie Stewart Nationally Recognized For Education Excellence, Julie G. Stewart

Julie G. Stewart

Sacred Heart University Assistant Nursing Professor Julie Stewart, DNP, MSN, MPH, FNP-BC, is one of the most outstanding nursing educators in the United States, says the National Organization of Nurse Practitioner Faculties (NONPF).

Development And Description Of The Incivility In Nursing Education (Ine) Survey, Cynthia Clark, Judy Farnsworth, R. Landrum

R. Eric Landrum

Incivility in nursing education is a challenging problem and difficult to measure. This paper describes both the development and description of the Incivility in Nursing Education (INE) survey. The INE includes eight demographic items, six quantitative items, and four open-ended questions. It measures nursing students' and faculty’s perceptions of and experience with academic incivility. The INE was initially tested in a 2004 pilot study using a convenience sample of 356 nursing students and faculty and re-tested in a 2006 study with another convenience sample of 504 nursing faculty and students. Revisions were made to the INE based on findings from …

Turning Simulation Into Reality: Increasing Student Competence And Confidence, Debra Wagner, Mary Bear, Jane Sander

Debra L Wagner

Clinical experiences are an essential part of nursing education as students learn technical skills, build on critical thinking skills, and hone skills in patient teaching. To build competence and confidence in each of these skill areas, an innovative clinical experience for senior students enrolled in women’s health nursing was developed to provide nursing care and independent discharge teaching for postpartum mothers. Faculty facilitated this clinical experience by designing a simulation laboratory for students to practice their maternal self-care teaching and infant care skills prior to beginning their clinical rotation. In the hospital, students spent a day independently prioritizing new mothers’ …

Nursing Faculty Care Expressions, Patterns, And Practices Related To Teaching Culture Care, Sandra J. Mixer

Sandra J Mixer

Introduction: Teaching culture care in nursing education is critical to ensuring a culturally competent workforce. The purpose of this qualitative study was to discover faculty care that facilitates teaching students to provide culture care.

Research questions were:

1. In what ways do nursing faculty care expressions, patterns, and practices influence teaching culture care?

2. In what ways do worldview, culture and social structure, and environmental context influence nursing faculty teaching culture care?

3. Given the nature of the school of nursing/university culture, what influence does this have on nursing faculty teaching culture care?

4. In what ways does nursing faculty …