Nursing Education Perspectives最新文献

Abstract: The purpose of this study was to establish the psychometrics of a 12-station mental health Objective Structured Clinical Examination (OSCE) to evaluate the clinical competence of undergraduate nursing students. A convenience sample of 65 first-semester senior-level undergraduate students participated. Content validities for the OSCE checklist and stations were established. Interrater reliability was statistically significant. Correlations between the OSCE and final course exam and grade were not statistically significant. Students described the OSCE as a beneficial learning experience but felt unprepared. This OSCE was initially established as a reliable, valid tool to objectively assess nursing competence.

Aim: The aim of this study was to understand the phenomenon of professional generosity through the lived experiences of academic nurse faculty.

Background: There is a need to examine and understand the workplace environment for nurse faculty and their experiences with colleagues in the workplace.

Method: Tenured faculty ( n = 8) were interviewed using van Manen's phenomenological methodological research structures to illuminate and understand their lived experience of professional generosity.

Results: Four themes and 14 subthemes emerged from the data. The four themes were as follows: I feel valued, core relationships, reciprocity, and growing our professions through connectedness.

Conclusion: The findings identified professional generosity among academic nurse faculty and provide a beginning understanding how one's generous actions positively affect oneself, nurse faculty colleagues, and the profession of nursing. Professional generosity has overall potential to cultivate positive and healthy nursing academic and work environments.

Aim: The purpose of this study was to determine the impact of social determinants of health (SDOH) on skill of involvement (SOI) in first-year nursing students and compare the differences between associate degree and baccalaureate students in rural Oklahoma.

Method: A quantitative descriptive-bivariate correlational design was used to examine and compare a convenience sample of nursing students from 12 Oklahoma state colleges and universities.

Results: Both associate degree in nursing and bachelor of science in nursing students were significantly impacted by SDOH and SOI. Significant impacts and relationships between the SDOH variables and SOI were discovered.

Conclusion: Oklahoma nursing students contend with unmet social needs. To transform the delivery of nursing education and provide a curriculum that addresses SDOH and SOI, nurse educators need to understand their impact on nursing students.

Abstract: The purpose of this course innovation was to introduce Next Generation NCLEX (NGN)-style questions and create supplemental cooperative learning assignments (CLAs) to enhance content mastery in a prelicensure maternity course. The course itself is divided into three modules focusing on maternal, newborn, and women's health. Three CLAs and two Canvas quizzes were developed to reinforce the course content and integrate NGN-style case studies and questions. The CLAs and quizzes aligned with the course module content. Anecdotally, students endorsed the CLAs as a positive experience, emphasizing the value of learning to set care priorities for maternity patients.

Abstract: Nurse educators are called to increase diversity in the clinical and faculty workforce; promote safe, inclusive learning environments; develop curricula that provide an anti-biased view of patients and health conditions; and provide students with educational opportunities to learn from individuals with diverse backgrounds. An innovative curriculum design inclusive of Indigenous worldviews was implemented at a tribal college. It provides an exemplar that supports diverse student learning, retention, and graduation. A curriculum inclusive of experiences that promote reflective practices and cultural safety can contribute toward a diverse, inclusive nursing workforce that provides equitable care while addressing social determinants of health.

Abstract: The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process. Students, mentored by course faculty, completed the assignment, a 10-minute presentation and reflections. Positive trends in intercultural sensitivity scores were observed, highlighting exposure to a new teaching platform, global health issues, and the value of faculty mentorship. While challenges existed, successful collaborations could thrive even during a pandemic.

Abstract: Nursing students research patient information to identify patient problems, plan care, and plan appropriate nursing interventions. This pilot study examined junior students' perceived level of confidence in using critical thinking skills to create a written nursing care plan before and after learning the clinical judgment model (CJM). The results indicated a statistically significant ( p = .01) increase in students' ability to select appropriate resources to address patient needs and a statistically significant ( p = .04) increase in their ability to apply relevant knowledge to identify interventions. The CJM care plan demonstrated merit, supporting usability.

Aim: This study examined the effectiveness of a simulated telehealth patient care experience compared to gaming technology and control training on motivational interviewing.

Background: Motivational interviewing is an evidence-based communication technique assisting patients to commit to healthier lifestyles.

Method: This study incorporated a multisite quasi-experimental repeated-measures design with a convenience sample from four prelicensure nursing programs. The Helpful Response Questionnaire (HRQ) was used to measure participants' ability to respond empathetically. The System Usability Scale (SUS) assessed participants' perceptions of the technology platforms.

Results: HRQ scores significantly increased over time ( p = .025). While not statistically significant ( p = .734), HRQ scores indicated the telehealth group outperformed the gaming technology and control groups. SUS scores indicated favorable perceptions of learning technologies.

Conclusion: Positive changes in empathy over time suggest the value of technology-assisted learning. Simulated telehealth and gaming technologies demonstrated potential for enhancing nursing students' foundational motivational interviewing skills.

Aim: The aim of the study was to test a well-being intervention delivered via an open education resource with prenursing students ( n = 87) enrolled in a five-week Introduction to Nursing course prior to applying to an accelerated online BSN program.

Background: Prenursing students use a variety of time management, study techniques, and self-care strategies and have mental health characteristics that impact academic success. However, research focused on these students is sparse.

Method: A prospective cohort pretest/posttest design was used to examine change in the study variables included in the course-based well-being intervention.

Results: Significant pre-post course differences were noted in participants' stress management skills and in select time management and study skills. No significant differences were observed in sleep hours, exercise or mindfulness time, perceived stress, or self-compassion scores.

Conclusion: Encouraging the creation of an active success and wellness plan in prenursing students that includes self-compassion is essential to promoting well-being as they enter nursing school.