Nurse Educator最新文献

Background: Programs to improve student writing have been deployed widely in nursing graduate education, but few operational indicators exist for measuring their value.

Problem: The challenge of measuring outcomes reflects the complexity of what transpires when graduate students write. Better understanding is needed of what it means to students to "learn" from writing support.

Approach: A full-semester writing course was implemented in a nursing science PhD program. In formative course assessment activities, students identified problems in early drafts of their work, which they subsequently learned to detect and resolve. In this article, students report what was learned.

Conclusion: Writing skills, like clinical skills, are intertwined with intellectual maturation and sense of professional identity. Writing, like clinical learning, requires an investment of time and labor far beyond what is typical in didactic approaches to classroom-based graduate education. Our experience suggests a need to reconceptualize writing pedagogy in nursing.

Background: Faculty can support successful preceptor-led clinical experiences by providing registered nurses with educational resources to guide them in the preceptor role.

Purpose: To upgrade our institution's educational resources using an online platform that enables just-in-time access.

Method: This was a quality improvement project to create and implement an educational resource tool kit for prelicensure nursing preceptors.

Results: Half of our preceptors (n = 46, 52%) had no formal preceptor education. The preceptors used all the resources and were satisfied with the tool kit's content and ease of use.

Conclusion: Implementing the tool kit was feasible. Further development includes ( a ) adding content regarding diverse students and trauma-informed nursing care, ( b ) incorporating interactive educational materials, ( c ) exploring avenues to reduce cognitive load, ( d ) creating a prelicensure preceptor preparation course, and ( e ) considering avenues for providing open access for nursing faculty of prelicensure programs.

Background: Although studies have been conducted using virtual reality (VR) in nursing education, evidence distinguishing the benefits and barriers of adopting VR pedagogical methods to teach undergraduate nursing students is not well-defined in nursing literature.

Purpose: To identify current evidence on the benefits and barriers of adopting VR as a pedagogical method in nursing education.

Methods: A scoping review of 6 databases using PRISMA-ScR reporting guidelines. Data were managed using Covidence® software. Table of Evidence illustrates the themes.

Results: Seventeen articles identified 5 thematic benefits of VR (knowledge acquisition, student engagement, improved self-confidence, teaching strategy, and cost factors) and 4 barriers (physical discomfort, learning outcome challenges, challenges to integrating into curricula, and technology challenges).

Conclusions: VR is an effective teaching-learning strategy to reinforce nursing concepts and build competencies. It is not a substitute for clinical education.

Background: Underrepresented student recruitment is critical to resolve persistent gaps in workforce diversity in the United States.

Purpose: Prenursing and nursing students participated in a nursing workforce diversity program designed to recruit and graduate underrepresented students, which provided academic and student support, financial support, and mentoring. A follow-up study was conducted to identify the impact of the program.

Methods: Participants were surveyed about educational and employment information, perceptions about factors that contributed to success, benefits of the program, and educational experience. Descriptive summaries of data and thematic analysis of qualitative comments occurred.

Results: Financial support, program quality, mentoring, career guidance, and meeting basic security needs were the strongest factors contributing to success. Program benefit themes included: feeling empowered, encouraging success, building confidence, and easing financial strain. Negative experiences with discrimination and bias were reported.

Conclusions: Cocurricular support can help facilitate belonging. Scholarship awards communicate belief in student success, which impacts confidence and achievement.