Nursing Education Perspectives最新文献

Aim: The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors.

Background: Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors.

Method: Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences.

Results: The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring).

Conclusion: Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty.

Abstract: This study aimed to assess and compare the global health competencies (GHCs) of nursing students in Jordan. GHCs are crucial to ensure the delivery of culturally sensitive care to diverse populations. A cross-sectional survey using the GHC questionnaire was administered to 256 nursing students. Students ranked their ability in health implications of migration, travel, and displacement as the highest domain and health care as a human right and development resources as the lowest. Assessing nursing students' GHCs is important as they pursue their responsibilities toward global health in the future.

Abstract: Because of a dearth of available resources, faculty faced with creating a Foundations of Nursing course aligned with the revised American Association of Colleges of Nursing Essentials for a new accelerated baccalaureate program struggled to design an innovative way to integrate concepts that demonstrate the role of the professional nurse. With the help of a colleague from the Communications Department, an innovative assignment was developed that engaged students throughout the semester. The assignment created a foundation for students' practice as professional nurses.

Abstract: Telehealth has become ubiquitous, and advanced practice nurses will need to be proficient in its use. Recent literature has shown that graduate nursing curricula may not fully prepare students for clinical telehealth practice. This article describes an interactive, module-based course that was built using instructional design principles for the training of graduate nursing students to prepare them to conduct telehealth encounters. The course was proven to be efficacious based on pre-post test results and critical reflections. The blueprint described can be used by nurse educators and administrators to prepare nurses to provide safe and effective telehealth services.

Aim: The aim of this study was to evaluate the development and impact of a project to create a statewide test bank of Next Generation NCLEX®-style items.

Backround: Using a train-the-trainer model, champions created an open access resource of Next Generation NCLEX-style items to use to teach clinical judgment and then trained peers on item writing and test bank use.

Method: Stufflebeam's CIPP (context, inputs, process, and products) model provided the framework for the evaluation. Data were synthesized from multiple sources including participation rates, item utilization, and survey data.

Results: Twenty faculty from 13 schools were trained as champions and submitted 54 case studies, 33 bowties, and 21 trend items to the test bank. Items were used over 60,000 times in the first year.

Conclusion: The statewide test bank met a need for more teaching resources. The train-the-trainer model was an effective strategy for helping faculty learn to prepare for Next Generation NCLEX.

Abstract: Medical errors and near-miss events continue to impact hundreds of thousands of people annually. Given this fact, it is imperative that graduate students entering a career in patient safety are confident and competent in conducting root cause analyses so that they can fix broken systems and improve patient outcomes. Using Bruner's theory of constructivism as a framework, a virtual simulation was developed to provide online graduate nursing students an opportunity to apply classroom knowledge of root cause analyses in a virtual real-world online simulation.

Abstract: The COVID-19 pandemic has shifted how nursing education and information are delivered, with many classes being moved to an online platform. This opened opportunities to find creative ways to engage students. As a result, an entirely online infographic assignment for final-year baccalaureate nursing students was created. The focus of this assignment was to engage students to identify important health issues, consider multilevel solutions, and communicate information to relevant stakeholders using visual storytelling for maximum impact.