Nursing Education Perspectives最新文献

Abstract: S.U.M.M.I.T (Simulation Utilized for Mentoring and Measuring Integrative Thinking) to practice is a summative advanced practice nurse (APN) evaluation model using virtual simulation to assess clinical decision-making competencies of APN students. Students engage as grand round participants in an unfolding recorded patient encounter. Competence is assessed through their application of evidence-based rationales for diagnosis, diagnostics, interpretation, and care plan. S.U.M.M.I.T incorporates an objective competency-based rubric and concurrent feedback. Results demonstrate clear details of clinical reasoning, communication, diagnosis-focused care plan, patient safety, and education, allowing specific competency need mentoring by faculty.

Abstract: Advanced practice registered nurse (APRN) students face challenges transitioning to practice. They benefit greatly from simulated learning experiences that build confidence and increase competence in the skills needed to perform in an APRN role. The purpose of this quality improvement project was to evaluate the effectiveness of a simulated adolescent well visit in an advanced health assessment course. Using a pretest/posttest design, qualitative and quantitative data were collected from participants. Results included high learner satisfaction, an increase in both self-reported competence and confidence, and an appreciation for the "safe space" of learning.

Abstract: The use of simulation in advanced practice nursing programs is widespread; however, few simulations focus on telehealth skills. Those that do typically consist of synchronous activities. This article describes an innovative activity in an asynchronous course using the VoiceThread platform. The activity simulates a telephone triage call a family or pediatric nurse practitioner might receive in actual practice.

Aim: The primary purpose of this study was to explore relationships between self-efficacy, peer support, coping style, intent to work at the bedside, and resilience in nursing students.

Background: Resilience correlates with one-year retention at the bedside. Retention of bedside nurses improves patient outcomes.

Method: A quantitative, correlational design determined relationships between variables. Surveys were completed by 205 participants. Surveys included a program type list, intent to work at the bedside items, the Brief Cope Scale, the General Self-Efficacy Scale, the Peer Group Caring Interaction Scale.

Results: Significant relationships were found between resilience and self-efficacy, resilience and coping style, and peer support and approach coping style. Half of the respondents intended to work at the bedside for two years after graduation. Self-efficacy and avoidance coping were resilience predictors.

Conclusion: To support resilience, educators should facilitate students' development of self-efficacy and approach coping style.

Abstract: The study's aim was to examine students' perceptions of group work taught in a block model in the first unit of an undergraduate nursing program. The study used a qualitative descriptive design with open-ended questions. Data from 27 students were analyzed using thematic analysis. Three main themes emerged from the data: 1) unmet expectations, 2) cognitive and metacognitive strategies (subtheme, reflection), and 3) engagement. The benefits and challenges associated with group work using the block model are highlighted, along with implications for education, practice, and further research.

Aim: The aim of this study was to examine the impact of reverse-role simulation on nursing students' empathy levels toward ethnoculturally diverse patients.

Background: Empathy is an essential component of culturally competent care; however, it is often left out of cultural competence education. Enhancing nursing students' cultural empathy may benefit students and patients.

Method: The study used a quasi-experimental one-group pretest-posttest design in a private nursing school in the Northeast. The sample consisted of 37 undergraduate nursing students.

Results: Pretest and posttest scores were statistically different, indicating a significant increase in the students' ethnocultural empathy, t (36) = -3.20, p = .003.

Conclusion: This study supports using reverse-role simulation as an effective teaching strategy to enhance nursing students' empathy toward ethnocultural diverse patients. Placing students in the "shoes" of an ethnoculturally diverse patient can increase their empathy levels and enhance cultural competence education.

Abstract: Student reflection stimulates self-awareness, deep learning, insight into patient care challenges, and professional role development. As such, reflection assignments are an ideal target for revision using language associated with the steps of the clinical judgment measurement model (CJMM) to maximize critical thinking. Tanner's clinical judgment model aligns with the CJMM and underpins the curriculum in many nursing programs. Faculty used the model to update a simulation reflection assignment template, incorporating CJMM language and facilitating improved measurement of clinical judgment. Substantially improved student responses resulted during an initial quality improvement pilot study.

Abstract: This article describes an exemplary collaboration in which a librarian was fully embedded in beginner undergraduate nursing courses in a baccalaureate nursing program. The goal was to increase academic help-seeking behaviors and information literacy skills. Students benefited from the intervention and increasingly demonstrated the use of better sources for their evidence-based practice assignments. Library tutorials were permanently integrated into the courses. A collaborative approach to designing research assignments allowed the librarian and nursing faculty to lay a foundation of information literacy in the nursing program and encourage academic help-seeking behaviors.