Teaching and Learning in Nursing最新文献

Background

Competency-based education (CBE) is a promising strategy to best prepare pre-licensure students for practice readiness. Challenges with implementing CBE include creating progressive learner experiences across the curriculum with clearly delineated learner expectations and developing evaluations to provide evidence of competency attainment.

Innovation

Implementing Entrustable Professional Activities (EPAs) with progressive levels of mastery, throughout a pre-licensure nursing program provides a method for incorporating CBE. Nursing faculty planned, implemented, and evaluated EPAs in a pre-licensure nursing program.

Implications

Employing EPAs is an important supplement to classroom theory allowing students to practice making clinical decisions in a safe environment. The development of EPAs with progressive levels of mastery can be integrated and evaluated throughout nursing curricula.

Conclusions

EPAs allowed faculty to evaluate students' application of knowledge in simulated situations and to gather evidence to substantiate competency proficiency. Various EPAs can be developed, implemented, and evaluated progressively across nursing curricula to promote practice ready nursing graduates.

A clue mastery approach was developed as a gaming format to enhance nursing students’ learning. The goal of the approach was to stimulate analytical thinking by integrating clues with bonus topics during a content review game. This approach was helpful to increase teamwork and peer collaboration among nursing students.

Background

With a growing nursing shortage and a focus on increasing the diversity of the nursing workforce, nursing education has an opportunity to consider novel program options to improve access to a nursing career.

Innovation

An Accreditation Commission for Education in Nursing (ACEN) goal is to foster quality, equity, access, opportunity, mobility, and preparation for practice which directly aligns with offering innovative nursing program options. With new program development, attention to educational quality is essential to ensure that nurses and future patients gain the benefits of that education.

Implications

ACEN accredits all levels of nursing education: diploma, practical, associate, baccalaureate, master's, and clinical doctorate, both within the United States, and internationally; this makes it an effective partner to assist nursing education programs in developing streamlined pathways to completion while maintaining quality. The 2023 Standards and Criteria align with the current literature on quality indicators and support best practices in nursing education.

Conclusion

ACEN is uniquely positioned to support programs as they incorporate alternative approaches to nursing education and promote success on licensure and in practice.

Background

The need for palliative care is increasing with population aging and the growing number of people living with chronic, life-limiting illnesses. However, nursing students are often poorly prepared to competently deliver palliative care, in part because of a lack of palliative care content in nursing curricula.

Objective

To examine nursing students’ perceptions of a palliative care e-learning module to determine the module's acceptability and to improving it if necessary.

Methods

An exploratory cross-sectional survey design was used to assess nursing students’ perceptions of a palliative care e-learning module. A feedback survey consisting of four 5-point, Likert-type items and an open-ended question was used. Data were collected between September 2021-December 2022. Descriptive statistics were used to summarize the survey findings and responses from the open-ended question were content analyzed.

Results

Students perceived that the e-learning module enhanced their knowledge, confidence, and perceptions of working with older adults with palliative care needs. Students enjoyed the module and suggested expanding content related to medical assistance in dying and communication with patients surrounding shared decision-making.

Conclusions

The palliative e-learning module was perceived by nursing students as enhancing their knowledge and confidence in delivering palliative care. Students’ feedback guided improvements made to the module.

Background

Understanding nursing students' attitudes towards and readiness for artificial intelligence (AI) is crucial for the effective integration of AI into nursing education and practice. AI has the potential to enhance clinical decision-making and personalize patient care.

Aim

This study aimed to determine nursing students' attitudes towards and readiness for AI.

Methods

This was a cross-sectional descriptive study conducted at a nursing faculty in the west of Turkey and included 291 nursing students. Data were collected using the Individual Information Form, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS).

Results

The mean scores for Positive GAAIS, Negative GAAIS, and MAIRS-MS were 3.86 ± 0.62, 3.23 ± 0.82, and 76.93 ± 13.63, respectively. Fourth-year students scored significantly higher on the MAIRS-MS compared to second-year students (F = 3.750, p = 0.011). A positive correlation was found between MAIRS-MS and GAAIS scores (r = 0.330, p < 0.01).

Conclusions

The findings are anticipated to guide nursing faculties and academicians in incorporating AI into the curriculum.

Background

In prelicensure nursing programs, the current faculty-driven process of summative assessment of program learning outcomes has limitations. While it effectively measures summative student learning, it lacks an equity-centered approach that promotes multiple forms of learning demonstration. Most importantly, the faculty's selection of summative assessment methods without student input significantly minimizes the student's voice in the assessment process, a crucial aspect that needs to be addressed.

Innovation

Faculty should adopt equity-centered summative assessments, such as the portfolio approach (a collection of students' comprehensive work), to capture the ways students demonstrate learning and ensure the student's voice is included in the assessment process.

Implication

Using portfolios in nursing programs will improve the quality of data collected from summative assessment tools, resulting in accurate and meaningful information to inform program decisions.

Conclusion

Accepting multiple forms of learning demonstration and including students in the assessment process through the portfolio approach ensures student engagement in evaluating their learning and supports faculty development of equity-centered assessment methods.

Background

Teaching nursing students to fully empathize with the important principles of diversity and intersectionality can pose a challenge for nurse educators.

Aim

To improve student nurse's communication skills during complex discharge planning.

Method

Through an interactive multi-professional team (MPT) role play, nurse educators incorporated principles of Cultural Safety, Embodiment, and Humanistic Learning Theory to draw students in a Return-to-Nursing Programme into fully participating in an experiential session to plan the discharge of a patient with Dementia.

Results

Intersectional revelations which came to light included causation of moral distress, language usage, assumptions being made about the patient and career, lack of inclusivity which students were then able to analyze further.

Conclusion

Evoking compassionate leadership through this type of simulation supports students to learn and improve the care of vulnerable patients.

Background

Various studies have explored the relationship between performance on commercially available standardized tests scores to NCLEX-RN success, yet not one set of predictors are applicable to all nursing populations.

Aim

The purpose of this study was to explore potential variables associated with successful first-time NCLEX-RN pass rates.

Method

A retrospective descriptive study examined data of students at a suburban area of the northeastern school of nursing.

Results

Variables such as overall GPA, scores in anatomy and physiology I, pathophysiology, ATI Medical Surgical, and the ATI Comprehensive Predictor were strong predictors of NCLEX-RN Success.

Conclusion

Based on the statistical analysis and logistic regression specific academic factors and standardized testing were accurate to classify 84% to 86% of NCLEX-RN success. Further research should be conducted to explore factors that predict failure on the NCLEX-RN.