Nursing Education Perspectives最新文献

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.

Abstract: Limited pediatric primary care clinical placement sites and preceptors have made it difficult for family nurse practitioner (FNP) students to meet pediatric preventive clinical competencies. The purpose of this project was to evaluate a faculty-led clinical model to meet pediatric preventive care competencies through a pediatric mobile clinic. A pre-post evaluation design was used to evaluate student perceptions of their achievement of competencies. Students demonstrated improvement in all seven competencies. A faculty-led clinical model through a pediatric mobile clinic may be an effective way to improve pediatric clinical competencies for FNP students.

Aim: The aim of the study was to understand the nature of simulation debriefing in graduate nursing education.

Background: Quality simulation debriefing is a critical component of reflective learning. Little is known about the association between high-quality debriefing, engagement, and learning outcomes.

Method: A literature review on simulation debriefing focusing on graduate nursing education was performed.

Results: Quality debriefing is associated with debriefer and student engagement, developing learners' clinical judgment, critical thinking, reflective abilities, and health care competencies. Debriefer skill is considered the strongest predictor of overall simulation quality. Deep reflection is the common factor for maximized learning, perspective transformation, and cognitive reframing. Lack of debriefer skills can compromise student engagement, resulting in learner anxiety and humiliation.

Conclusion: Debriefing quality depends on the learner's cognitive, affective, and social engagement, plus the debriefer's engagement for improved cognitive, affective, and behavior learning. There is a gap in the literature explaining the associations between these concepts in graduate nursing education.

Abstract: A subset of undergraduate nursing students completed their Population Health clinical experience at a primary care center for refugee and immigrant health. The student clinical experience was evaluated using pre- and post-surveys and group interviews. Students represented diverse sociocultural backgrounds and varied in baseline exposure to immigrants and refugees (newcomers). Themes of compassion and holistic care, unique resources for care management, and interdisciplinary collaboration emerged from the student experience. Interaction with newcomers in the clinical environment exposes students to the health needs of a unique population subset. Innovative approaches are needed to prepare nurses to care for diverse populations.

Abstract: Traditional clinical models inadequately help nursing students achieve learning outcomes and prepare to enter practice. This pilot tested the effects of a scaffolded clinical model (SCM) on students' performance on skill validations, perceptions of the clinical model, and number of patient care encounters. Two groups of nursing students were compared. The intervention group received SCM based on cognitive neuroscience principles. Compared to the control, significantly greater percentages of students passed intravenous piggyback administration skill validations on the first attempt and encountered 11 to 20 patients. Clinical models based on cognitive neuroscience principles may better prepare students for entry into practice.

Abstract: Nurses are largely responsible for the safety of medication administration when providing direct patient care. Educators require objective tools to assess and evaluate medication administration skills. Thus, the Objective Medication Administration Tool (OMAT©) was created. The development of the OMAT was guided by standards, evidence, and the competency outcomes and performance assessment theoretical model. Thirteen experts assessed the OMAT for content validity. Item content validity indexes ranged .89 to 1.0. Scale content validity average was .98. Interrater reliability was established among five trained raters. Cohen kappa values ranged .89 to .98. Findings provide preliminary support for the validity and reliability of the OMAT.

Aim: The aim of the study was to determine the effectiveness of deliberate practice of medication administration on decreasing medication administration errors among prelicensure nursing students.

Background: The deliberate practice method is credited to improving various skills. Little is known about deliberate practice of medication administration.

Method: A repeated-measures quasi-experimental research study was conducted at four sites. Volunteer participants independently completed eight simulated medication administration scenarios across six study visits spaced by a minimum of four weeks. Each visit included deliberate practice of medication administration. Observational data on medication errors were collected. Changes in errors over assessment times were analyzed using the generalized estimating equations model. Multiple covariates were investigated.

Results: Sixty students participated. The error rate per medication was 86 percent at baseline and 7 percent at the final assessment. Assessment time was a significant predictor of error (p < .001).

Conclusion: Findings provide support for deliberate practice in improving and retaining medication administration skills.

Abstract: This research brief explores the impact of simulation on clinical reasoning in baccalaureate nursing students. The Nurses Clinical Reasoning Scale was administered to 98 nursing students before and after participating in a series of three high-risk obstetric simulations. Results indicated a significant increase in clinical reasoning pre ( M = 53.95, SD = 8.38) to post ( M = 59.44, SD = 8.74) with p < .0001. The findings highlight the value of integrating simulation in nursing curricula to improve clinical reasoning.