Nursing Education Perspectives最新文献

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.

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.