Nurse Educator最新文献

Background: Design Thinking is gaining recognition as an innovative and creative approach to problem solving. Though nurse leaders need problem solving tools to address health care challenges, Design Thinking concepts are not commonly taught in nursing education. To introduce graduate level nursing students to Design Thinking, we held an educational activity focused on this content as part of required coursework.

Purpose: The purpose was to describe and compare outcomes of a Design Thinking educational activity on students' perceived knowledge, confidence, and benefits to nursing practice.

Methods: Graduate level nursing students participated in a 3-hour educational activity. After the session, students completed an anonymous 10-item survey of their perceptions of the educational activity.

Results: Students reported increased knowledge and confidence of communication strategies and Design Thinking concepts that would benefit their practice.

Conclusion: Nurse educators should include Design Thinking teaching and learning strategies in their programs.

Background: Developing the competency of simulation educators is critical for optimizing learner outcomes. Yet guidelines on how to sustain received simulation training and evaluate training programs are limited.

Purpose: To examine the impact of a professional development workshop (PDW) aimed at individuals responsible for developing, sustaining, and evaluating simulation educator training programs.

Methods: A longitudinal exploratory design was used, guided by the New World Kirkpatrick Model.

Results: Seventy-seven participants from 6 countries and 5 professions participated at the outset of the study, with 56% completing the entire study at the 6-month mark. Significant changes in knowledge, confidence, and commitment were observed from pre-to-post PDW. Themes of personal capacity, supportive mechanisms, and embracing accountability were identified as facilitators to develop/evaluate training programs, whereas their absence acted as barriers.

Conclusions: Develop a training program evaluation plan from the outset. Sustain the training of simulation leaders and educators through intentional processes that support, reinforce, monitor, and reward efforts.

Background: Impostor phenomenon (IP), or syndrome, is a behavioral health phenomenon where individuals discount personal accomplishments, success, and aptitude. It negatively affects high-functioning individuals in nursing and other health care professions.

Purpose: This study aimed to investigate IP in advanced practice registered nurse (APRN) faculty.

Methods: This descriptive correlational study included the Clance Impostor Phenomenon Scale (CIPS).

Results: The sample included 478 APRN faculty members representing 50 states and Washington DC. The majority (n = 324) of CIPS scores were moderate (n = 198) or frequent (n = 133), indicating that scores may be clinically relevant. Moderate levels were associated with an increased likelihood of experiencing negative sequelae, including decreased job satisfaction and increased burnout. Comparing CIPS scores yielded no statistically significant differences between APRN roles. Significant predictors included age, years of teaching, and rank of associate professor.

Conclusions: Findings can inform strategies to improve retention, recruitment, and job satisfaction.

Background: The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements.

Purpose: This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements.

Methods: The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire.

Results: Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE.

Conclusions: Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.