Nursing Education Perspectives最新文献

Abstract: Nurse educators are challenged to implement simulation best practices (SBP) in advanced practice curricula. Prebriefing and debriefing were implemented in a nurse practitioner course using software-generated asynchronous virtual simulation. A pretest-posttest design was used to evaluate simulation scores and debriefing experience in a convenience sample of 36 students. Scores were statistically higher in the prebriefing group. Debriefing experience scale scores increased on the posttest with four items showing statistical significance. Results of the study provide support for implementation of SBP with prebriefing in online graduate-level nursing education.

Aim: This study explored nursing and social work students' experiences with the Teaming Up for Community Health (TUCH) simulation intervention and their perceived ability to apply their experiences in clinical practice. Participation occurred in intra- or interprofessional teams, with a focus on addressing social determinants of health (SDOH) in community settings.

Background: SDOH are complex and important factors to address, and professional collaboration is key to successful intervention. Current nursing curricula lack practice in these essential skills.

Method: Using an exploratory-descriptive qualitative approach, focus groups were conducted two weeks after students completed TUCH.

Results: Four themes emerged: better understanding of community-based nursing care, addressing poverty and SDOH is complicated but necessary, teamwork is important to practice, and simulation engages students to apply classroom knowledge.

Conclusion: Findings support using experiential learning to provide opportunities to practice integrating SDOH into assessments and using intra- and interprofessional teamwork to address complex social factors.

Abstract: Social determinants of health have been identified as factors influencing resilience, but little data exist regarding their influence on nursing students' persistence to graduation. Nursing schools must address interventions to promote persistence. This nonexperimental quantitative study explored the impact of social determinants in prelicensure nursing. Nine social determinants were found to be significantly associated with six college persistence variables in nursing programs. Persistence findings showed that 31.6 percent of the participants did not graduate or did not graduate on time. Addressing risk factors related to social determinants of health may decrease the risk of attrition in nursing programs.

Abstract: Lecturing has been a primary method for delivering knowledge and information to nursing students from the early days of nursing education. Recent literature on the effectiveness of lecturing is based on literature published more than 10 years ago; current data on the influence of lecturing on learning outcomes are sparse. Our graduate nursing faculty program conducted a retrospective correlational study to evaluate if the addition of lectures influenced graduate students' learning outcomes.

Abstract: Despite nurse faculty efforts to cultivate attitudes related to safety and quality, practicing nurses often do not report errors or risk, suggesting the competency is underdeveloped. During a longitudinal, prospective study of four baccalaureate cohorts, students completed the Institute for Healthcare Improvement's Basic Certificate in Quality and Safety Course (BCQSC). BCQSC modules were embedded across the five-semester program. Quality improvement attitudes were measured using the Quality Improvement Nursing Attitude Survey in Semesters 1 and 5. A significant, positive relationship was observed between the BCQSC and student attitudes. The BCQSC fosters development of positive attitudes and student competency in quality and safety.

Aim: The aim of this study was to review literature on integrating psychological well-being and self-care behaviors into the university undergraduate nursing education curriculum.

Background: Burnout has been recognized as a key contributing factor to nursing shortages. Interventions aiming to improve coping skills and reduce stress have been shown to be effective. Learning coping skills during nursing education would benefit students greatly during their study and beyond.

Method: The literature review searched four electronic databases including CINAHL, Medline, Embase, and Web of Science to select relevant peer-reviewed articles.

Results: Seven studies met the inclusion criteria and were included in this review. Most showed that building resilience and improving self-care behaviors have positive effects on nursing students' psychological well-being.

Conclusion: To enhance coping skills, reduce stress, and improve well-being in nursing students, university nursing programs should integrate psychological well-being and self-care behaviors into their nursing curricula.

Abstract: Competency in communication and collaboration is essential in forming interprofessional partnerships for nursing practice. However, many students in nursing programs struggle with professional oral and written communication, leading to poor communication and incivility. Generational differences and expectations exacerbate communication breakdown and incivility among students and faculty. Implementing communication guidelines using a standardized communication tool in a traditional bachelor of science in nursing program helped facilitate professional and civil communication between students and faculty. Using the standardized tool improved student civility, professionalism, and accountability.

Abstract: Career planning is an important but often neglected component of a nursing program curriculum. To increase retention and encourage professional advancement at the school of nursing of a large, public university in the Northeast, a virtual simulated career development day was established to provide students with the tools needed to navigate the job acquisition process and secure appropriate employment. Course outcomes and student feedback indicated that a successful transition to practice and advancement to higher levels of professional nursing can be promoted through the development of superior interviewing skills, a strong resume, and insight regarding one's professional goals and values.

Abstract: With little literature exploring the relationship between leadership styles within teams/departments and types of organizational culture in nursing education, we conducted an exploratory study to investigate leadership styles and culture types. An online survey using the Organizational Description Questionnaire was posted on two national nursing websites. Nearly 35 percent of participants in this pilot study ( n = 43) identified their organization to be coasting, followed by high contrast (23%) and transformational (21%). No associations were found between culture and type of institution or campus presence. Findings suggest coaching, development, and a cultural change plan can be impactful.