Nursing Education Perspectives最新文献

Abstract: The academic performance of nursing students significantly impacts their ability to deliver quality patient care. This descriptive correlational study investigated the effects of nursing students' locus of control, motivation, and learning strategies on their academic performance in a sample of 515 students. External locus of control was associated with higher scores in extrinsic goal orientation, task value, elaboration, and academic performance. Locus of control, test anxiety, and organization were identified as predictors of academic performance. The study highlights the need for further research on factors affecting academic performance and effective educational interventions.

Abstract: Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t -tests showed statistically significant increases in scores for both the full IEPS ( n = 99) and two subscales, Competency and Autonomy ( n = 99) and Perception of Actual Cooperation ( n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.

Abstract: Team-based learning (TBL) is an evidence-based teaching-learning strategy increasingly used in nursing education to improve student learning outcomes. Few studies have focused on its effects on the critical thinking disposition of second-degree nursing students enrolled in accelerated, entry-level master's programs. The purpose of this study was to evaluate the impact of TBL on the critical thinking disposition of entry-level master's nursing students. Critical thinking disposition scores did not significantly improve, but students' confidence in reasoning skills and intellectual curiosity were strengthened, suggesting that TBL is an instructional strategy worth pursuing in entry-level master's nursing programs.

Aim: The aim of the study was to identify specific actionable behaviors academic nurse leaders can implement to improve nurse faculty job satisfaction.

Background: The nurse faculty shortage is a persistent and worsening problem, with job dissatisfaction a significant contributor in the United States. However, little is known about actionable behaviors academic nurse leaders can do to improve nurse faculty job satisfaction.

Method: Qualitative semistructured interviews were conducted with 15 nurse faculty. Inductive thematic analysis was used to analyze and interpret the interviews.

Results: Four themes emerged about academic nurse leader behavior: 1) build relationships with leaders and faculty, 2) create an environment where autonomy is valued, 3) facilitate faculty growth and development, and 4) serve as a role model.

Conclusion: Effective leadership contributes to nurse faculty job satisfaction. Academic nurse leaders need to be aware of their influential behaviors and intentionally contribute to creating a workplace environment that promotes nurse faculty job satisfaction.

Abstract: Most virtual escape rooms are built using Google documents that ask a series of questions; our faculty team wanted to provide a more interactive experience in a large classroom and created a virtual escape room that mimicked the Next Generation NCLEX testing platform. Each room contained a case study with multiple-choice questions. Seventy-three of 98 possible students completed the escape room survey. All recommended this activity to other students, and 91 percent said they preferred the game format more than the lecture format. Virtual escape rooms are interactive, engaging, and can be used successfully to bridge theory to practice.

Aim: This scoping study aimed to identify the applications for VoiceThread in nursing education.

Background: VoiceThread can facilitate collaboration through asynchronous sharing of presentations, images, and videos. To date, no knowledge synthesis exists to inform nurse educators' use of this technology.

Method: Using the Updated Methodological Guidance for the Conduct of Scoping Reviews, relevant published articles and gray literature were identified through a standardized search and selection process, followed by data synthesis.

Results: Thirty-two sources described applications including student presentations, asynchronous discussions, case studies, and instructor lectures. VoiceThread is well accepted by students and faculty with few barriers to its use. There is limited scientific rigor in studies that measured efficacy; most sources did not evaluate the efficacy of VoiceThread.

Conclusion: Considering its many applications, more evidence is needed about the effectiveness of VoiceThread in nursing education.

Aim: The aim of this study was to analyze nursing student level of knowledge and understanding of current experiences of Indigenous people within the Canadian health care system to identify curricular gaps that need to be addressed.

Background: In response to the 2015 Truth and Reconciliation Commission of Canada, nursing schools have begun incorporating Indigenous health content into curricula. However, few studies about the implementation and effectiveness of this education exist.

Method: Students wrote a reflection and engaged with colleagues' reflections after watching a video from the Aboriginal Peoples Television Network. Fifteen reflections were selected using systematic, random sampling to undergo thematic analysis.

Results: Two themes were identified: 1) students' understanding of barriers Indigenous populations face when accessing the health care system and 2) students' perceptions of strategies to ensure culturally safe care for Indigenous populations.

Conclusion: Analysis of students' learning through a reflection activity can improve the Indigenous health content curriculum.