Nursing Education Perspectives最新文献

Abstract: There is minimal evidence about the effectiveness of using escape room simulation (ERS) for teaching skill and clinical judgment competencies in medication administration (MA). This study compared the effectiveness of an ERS with high-fidelity simulation for teaching MA competencies in a sample of 116 students. A summative simulation showed that both were effective. Skills-only lab practice using the five rights of MA was then compared to process integration lab practice requiring application of clinical reasoning to inform decision-making; both groups had 58 students. Statistically significant increases in skill competency/clinical judgment were found with process integration.

Abstract: This study examined the effectiveness of structured, model-based clinical reasoning reflection prompts for the development of clinical judgment in prelicensure nursing students in the clinical setting. A quasi-experimental design was employed using the Lasater Clinical Judgment Rubric (LCJR) and NCLEX questions based on the National Council of State Boards of Nursing clinical judgment measurement model. Prompts were based on Tanner's clinical judgment model. Statistically significant clinical judgment improvement was found in LCJR scores ( t = 5.31) and NCLEX readiness ( t = 5.14, p < .001). This study supports the use of structured, model-based reflection to enhance clinical judgment development and NCLEX preparation.

Abstract: This study explores the experiences of clinical adjunct faculty using the Tanner clinical judgment model to enhance clinical judgment in nursing education. Despite the clinical expertise of adjunct faculty, a significant gap persists in pedagogical skills essential for fostering clinical judgment. Interviews with clinical adjunct faculty revealed four themes: structured framework benefits, importance of reflection, noticing skills, and improved student engagement. Findings suggest that structured frameworks in clinical settings are crucial for teaching clinical judgment, preparing nursing students for professional practice, and meeting faculty instructional needs, thus promoting effective patient care decision-making skills among graduates.

Abstract: Arts-based learning that uses art, poetry, short stories, and creative writing as a teaching strategy has been used in nursing education to teach listening, observation, and empathy. Arts-based learning was used in the clinical portion of an undergraduate nursing leadership course to teach leadership concepts and support clinical judgment through learning activities during clinical post-conferences. Students found these activities improved their clinical judgment and recommended their expanded use in other courses. Arts-based learning can be an effective teaching strategy to incorporate into clinical learning.

Abstract: Teaching diagnostic reasoning to graduate nursing students is both essential and challenging, particularly in asynchronous environments where absence of real-time interaction requires innovative strategies to engage students and support the development of clinical application skills. The innovation detailed in this article demonstrates a collaborative learning approach using artificial intelligence (AI)-generated cases to simulate clinical scenarios and cultivate diagnostic reasoning in first-year advanced practice provider students. Pre- and post-assessments showed increased confidence; qualitative reflections emphasized the value of peer collaboration. This innovative model demonstrates how collaborative learning, supported by AI, can transform clinical education in asynchronous nursing programs.

Abstract: Mobile technologies can be used to engage learners in a dynamic way. Many nursing preceptors are not adequately prepared for clinical teaching. The purpose of this project was to implement mobile learning technology for clinical preceptor development. Preceptors working one-on-one with senior nursing students in their final clinical practicum course received weekly information through the Remind© application, including reminders, supplemental resources, course updates, and encouragement to engage preceptors in developing competency in the clinical educator role. Preceptors' reaction to the continuing education offering was positive. Research is needed to evaluate the effects of mobile technology on preceptors' competence.

Abstract: Part-time clinical nurse instructors teach students in many nursing schools in the United States. They are often unprepared for this role and require instruction in teaching methods. We developed and evaluated an online orientation program to provide the knowledge and skills necessary for nurses to become confident clinical instructors. For this project, 55 nurses completed the program; 28 were part-time faculty. Significant statistical differences were noted after completing the orientation program. Part-time faculty notably benefited from the online program and felt more confident in their ability to work with students.

Abstract: Nursing students preparing for the clinical setting have many assessment skills to learn. Situational awareness, or the ability to quickly assess a patient care situation for safety and immediate need, is one of the first assessment skills nurses use, but its development is often overlooked or assumed. The GREAT mnemonic was developed as an easy and straightforward way to help students remember some of the most critical elements of patient safety and quality assessment in the initial moments of any patient encounter.

Abstract: Advanced practice registered nursing (APRN) educational programs require students to complete many hours of clinical education to prepare them for their role. This article outlines the process of developing a novel nurse anesthesia preceptor training program that could be implemented by any graduate APRN program. Preceptors' requests for specific information about how to best educate students served as a catalyst to develop a customized preceptor training program tailored to the needs of the program, the preceptors, and students to optimize clinical education and improve quality of care.