Nursing Education Perspectives最新文献

Abstract: A team-based, active learning activity was created to facilitate undergraduate nursing students' understanding of qualitative research concepts. Working in small groups, students utilized the full-text lyrics of albums by recording artist Taylor Swift to analyze phrasing, create a qualitative coding scheme, code the data, and create a content and thematic analysis. The students then collaboratively created a Google Slide to present their findings for the class. An anonymous postactivity survey indicated greater student satisfaction with this activity than with traditional didactic lectures.

Abstract: This study aimed to uncover the educational requirements of minority rural students who aspire to pursue a career in nursing. To achieve this goal, focus groups and interviews were organized for middle school students (seventh to ninth grade) and community members with a stake in education. The outcomes of these discussions revealed crucial themes: limited knowledge of educational pathways, constraints posed by limited community resources, and a strong yearning for a mentorship program that is both informative and interactive. The findings served as the cornerstone for the creation and development of a mentorship initiative tailored specifically for minority rural students.

Abstract: The purpose of this project was to determine if physician participation in simulation affects students' perceptions of nurse/physician communication and collaboration. Fifty-five students participated in six groups. Three groups had a physician present and involved during their eight-hour pediatric simulation; the others continued with current practice, which involved phone contact with an individual posing as a physician. There was a statistically significant difference in two items on the Nurse Attitudes About Communicating and Collaborating With Physicians tool when pre- and post-simulation means were compared. Findings are consistent with previous research, indicating simulation-based learning can improve students' perceptions of nurse-physician collaboration.

Abstract: Antiracist pedagogy was incorporated into an undergraduate introductory nursing course using National League for Nursing diversity and inclusion initiatives and academic nurse educator competencies as a framework. This article describes the reflective process and steps taken to select Taylor's memoir, Reminiscences of My Life in Camp, as a required text for an introductory nursing course. By incorporating antiracism into an introductory nursing course, educators can assist novice nursing students from diverse groups to envision themselves as nurses, role model allyship for White students, and create a more inclusive teaching environment.

Abstract: Nurse educators are called to increase diversity in the clinical and faculty workforce; promote safe, inclusive learning environments; develop curricula that provide an anti-biased view of patients and health conditions; and provide students with educational opportunities to learn from individuals with diverse backgrounds. An innovative curriculum design inclusive of Indigenous worldviews was implemented at a tribal college. It provides an exemplar that supports diverse student learning, retention, and graduation. A curriculum inclusive of experiences that promote reflective practices and cultural safety can contribute toward a diverse, inclusive nursing workforce that provides equitable care while addressing social determinants of health.

Abstract: Postpartum hemorrhage (PPH) is the leading cause of maternal mortality and morbidity. Effective nurse training for PPH management can reduce negative health impacts on childbearing women. This article discusses a framework for the development of an innovative immersive virtual reality simulator for PPH management training. The simulator should consist of: 1) a virtual world, including virtual physical and social environments, and simulated patients, and 2) a smart platform, providing automatic instructions, adaptive scenarios, and intelligent performance debriefing and evaluations. This simulator will provide a realistic virtual environment for nurses to practice PPH management and promote women's health.

Abstract: The purpose of the study was to understand the effectiveness of a blended learning model for improving nursing students' confidence in the management of psychiatric care problems. A pretest-posttest design was used with 94 third-year student participants. Students' self-confidence in managing problem behaviors improved from pretest scores. The experimental group demonstrated significant improvement ( p < .05) in areas including distinguishing between delusion and disturbance, distinguishing and controlling behavioral disturbance, practicing gentle and firm interactions, showing empathy, interview guiding, accepting the responsibility of the team, and confidently enforcing constraints. Audiovisual teaching materials provided in the intervention had significant effects.

Abstract: As the COVID-19 pandemic prevented planned international travel opportunities for students and faculty, faculty at three universities from three professions created a four-day innovative, online learning experience. Each session included presentations from each country, small-group discussions, and evaluation. The topics appealed to students regardless of profession or nationality. Daily evaluations showed attendees valued the experience. The benefits of international and interprofessional learning were evident; students gained better understanding of other professions and health care systems through sessions that expanded their thinking. International appreciation and learning can be prioritized without physical travel.

Aim: This study analyzed psychiatric-mental health nurse practitioner (PMHNP) students' reflections following a virtual simulated encounter with a patient who identified as transgender or gender expansive (TGE).

Background: To reduce mental health disparities, PMHNP students must be prepared to deliver affirming care. Engaging in and reflecting on simulated encounters with standardized patients can improve PMHNP students' affirming care competency.

Method: A thematic analysis process was used to analyze student reflections during simulation debriefings.

Results: Five themes emerged: application of affirming care principles, recognizing minority stressors, treating all patients the same, desire to learn more, and valuing authentic practice.

Conclusion: PMHNP students' reflections on the experience of providing care to a standardized patient who identified as TGE support the use of virtual simulations to prepare future providers to deliver affirming, person-centered care.

Aim: The aim of this concept analysis was to develop a comprehensive definition of nursing student success.

Background: Nursing student success has traditionally been viewed as timely program completion and passing the licensure exam on the first attempt. Little consideration has been given to holistic indicators of success that are inclusive of student well-being and mastery of self-care skills.

Method: Nursing student success was examined using Walker and Avant's eight-step process of concept analysis.

Results: This concept analysis defined nursing student success in a holistic manner characterized by the achievement of performance standards, acquisition of nursing knowledge, skills, and competencies, and attainment of educational goals while experiencing a state of personal thriving.

Conclusion: This concept analysis highlights the need for academic programs and accrediting bodies to embrace holistic perspectives of nursing student success that are inclusive of student well-being and mastery of self-care skills.