Pub Date : 2024-04-12DOI: 10.3928/01484834-20240318-01
Louise Sullivan, PhD, RN, ANP-BC, Ellen F. McCarty, PhD, RN, PMHCNS-BC, Emily Wood, PhD, RNMH, Emily Cabral, BS
Background:
Nurses are expected to base practice on evidence from research, which requires an understanding of the research process. However, baccalaureate nursing students may find research courses uninteresting or feel unprepared to conduct research. Participation in experiential research projects may affect their research attitudes, knowledge, and skills.
Method:
Nursing investigators engaged nursing students in an experiential, active learning research project centered on the effects of pet interaction involving university students. Faculty mentored and partnered with nursing students, immersing them in all research processes.
Results:
Students confirmed that participation in the project enhanced their understanding of research, improved their clinical and communication skills, and fostered professional growth. Students presented results in a scientific poster at the University's research event.
Conclusion:
Collaborative faculty-student research projects enhance students' interest in and appreciation of evidence-based research, and support professional development, confidence in assuming research roles, and feelings of connection with faculty, each other, and the university. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"Engaging Undergraduate Nursing Students in Collaborative Research","authors":"Louise Sullivan, PhD, RN, ANP-BC, Ellen F. McCarty, PhD, RN, PMHCNS-BC, Emily Wood, PhD, RNMH, Emily Cabral, BS","doi":"10.3928/01484834-20240318-01","DOIUrl":"https://doi.org/10.3928/01484834-20240318-01","url":null,"abstract":"<section><h3>Background:</h3><p>Nurses are expected to base practice on evidence from research, which requires an understanding of the research process. However, baccalaureate nursing students may find research courses uninteresting or feel unprepared to conduct research. Participation in experiential research projects may affect their research attitudes, knowledge, and skills.</p></section><section><h3>Method:</h3><p>Nursing investigators engaged nursing students in an experiential, active learning research project centered on the effects of pet interaction involving university students. Faculty mentored and partnered with nursing students, immersing them in all research processes.</p></section><section><h3>Results:</h3><p>Students confirmed that participation in the project enhanced their understanding of research, improved their clinical and communication skills, and fostered professional growth. Students presented results in a scientific poster at the University's research event.</p></section><section><h3>Conclusion:</h3><p>Collaborative faculty-student research projects enhance students' interest in and appreciation of evidence-based research, and support professional development, confidence in assuming research roles, and feelings of connection with faculty, each other, and the university. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"48 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cognitive bias negatively affects patient outcomes, resulting in medical errors, sentinel events, and legal claims. The brunt of bias-induced inequities and disparities has fallen on Black and Brown people, women, and the LGBTQ+ communities. Faculty training programs have rapidly increased in number, whereas student training has lagged.
Method:
A three-part curricular series was developed for students seeking nurse practitioner (NP) training. The series addressed racial bias, microaggression, and gender bias using vignettes and guided pre- and debriefing.
Results:
The series was initially implemented to 70 students from four different specialty areas of study. Students resoundingly reported the content as valuable and challenging and the environment as a safe space to learn, be vulnerable, and be empathetic to the experiences of others.
Conclusion:
This three-part series has been implemented across eight NP majors and has become a required component of the NP on-campus intensive experience. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"Implementation of Cultural Awareness and Cognitive Bias Training Within Graduate Nursing Programs","authors":"Benjamin Smallheer, PhD, RN, ACNP-BC, FNP-BC, CCRN, CNE, Angela Richard-Eaglin, DNP, FNP-BC, CNE, FAANP, CDE","doi":"10.3928/01484834-20240318-03","DOIUrl":"https://doi.org/10.3928/01484834-20240318-03","url":null,"abstract":"<section><h3>Background:</h3><p>Cognitive bias negatively affects patient outcomes, resulting in medical errors, sentinel events, and legal claims. The brunt of bias-induced inequities and disparities has fallen on Black and Brown people, women, and the LGBTQ+ communities. Faculty training programs have rapidly increased in number, whereas student training has lagged.</p></section><section><h3>Method:</h3><p>A three-part curricular series was developed for students seeking nurse practitioner (NP) training. The series addressed racial bias, microaggression, and gender bias using vignettes and guided pre- and debriefing.</p></section><section><h3>Results:</h3><p>The series was initially implemented to 70 students from four different specialty areas of study. Students resoundingly reported the content as valuable and challenging and the environment as a safe space to learn, be vulnerable, and be empathetic to the experiences of others.</p></section><section><h3>Conclusion:</h3><p>This three-part series has been implemented across eight NP majors and has become a required component of the NP on-campus intensive experience. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"44 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.3928/01484834-20240321-01
Mahrokh M. Kobeissi, DNP, APRN, FNP-C, Kelly Kearney, DNP, APRN, PMHNP-BC, Kala Christopherson, DNP, APRN, FNP-C, Elda G. Ramirez, PhD, RN, FNP-BC, ENP-BC, FAAN, FAANP, FAEN
Background:
Preparing a diverse nursing workforce skilled at caring for diverse populations is essential for achieving health equity in our society. Academic organizations, schools of nursing, and faculty are responsible for creating diverse, equitable, and inclusive (DEI) learning environments. The obligation for DEI initiatives in nursing education is guided by professional position statements and accreditation criteria.
Method:
The course syllabus is an inclusive strategy for setting the classroom tone at the start of the semester. Faculty can leverage the syllabus to provide explicit rhetoric for a diversity-centered educational climate.
Results:
This article provides a sample DEI syllabus statement developed by the authors using existing organizational policy terminologies and which was reviewed by a DEI team including the nursing dean, DEI champions, and the university legal department.
Conclusion:
A carefully crafted syllabus statement is a purposeful acknowledgement of DEI as a core value in nursing education and may positively affect students' impression of a course. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"The Syllabus: A Commitment to Diversity, Equity, and Inclusion in Nursing Education","authors":"Mahrokh M. Kobeissi, DNP, APRN, FNP-C, Kelly Kearney, DNP, APRN, PMHNP-BC, Kala Christopherson, DNP, APRN, FNP-C, Elda G. Ramirez, PhD, RN, FNP-BC, ENP-BC, FAAN, FAANP, FAEN","doi":"10.3928/01484834-20240321-01","DOIUrl":"https://doi.org/10.3928/01484834-20240321-01","url":null,"abstract":"<section><h3>Background:</h3><p>Preparing a diverse nursing workforce skilled at caring for diverse populations is essential for achieving health equity in our society. Academic organizations, schools of nursing, and faculty are responsible for creating diverse, equitable, and inclusive (DEI) learning environments. The obligation for DEI initiatives in nursing education is guided by professional position statements and accreditation criteria.</p></section><section><h3>Method:</h3><p>The course syllabus is an inclusive strategy for setting the classroom tone at the start of the semester. Faculty can leverage the syllabus to provide explicit rhetoric for a diversity-centered educational climate.</p></section><section><h3>Results:</h3><p>This article provides a sample DEI syllabus statement developed by the authors using existing organizational policy terminologies and which was reviewed by a DEI team including the nursing dean, DEI champions, and the university legal department.</p></section><section><h3>Conclusion:</h3><p>A carefully crafted syllabus statement is a purposeful acknowledgement of DEI as a core value in nursing education and may positively affect students' impression of a course. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"44 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.3928/01484834-20240320-01
Sandra K. Paddock, DNP, APRN, FNP-BC, PMHNP-BC, CNE, Ann Hayden, DNP, APRN, FNP-C, Maria Ruud, DNP, APRN, WHNP-BC
Background:
Educators ensure that nurse practitioner (NP) students meet core competencies prior to graduation. Post-graduation, students navigate certification, licensure, resume building, and job searches. A statewide virtual conference was developed to help students during the transition to advanced nursing practice.
Method:
Information was presented on professional role development, resume writing, interviewing, licensure, certification, contract negotiation, and transitioning to a provider role.
Results:
Nearly all participants (92%) were able to describe the status of NP practice and licensure requirements. Most attendees (90%) valued the insight shared by panelists. Many students (88%) felt more prepared to negotiate a contract.
Conclusion:
Current educational programs lack the time to thoroughly address NP graduates' learning needs regarding transition to practice. A partnership between faculties and a state professional organization is an innovative approach to meet students' educational desires. Delivery of a virtual conference during the pandemic proved to be cost effective. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"Preparing Nurse Practitioner Graduates for the Transition to Practice","authors":"Sandra K. Paddock, DNP, APRN, FNP-BC, PMHNP-BC, CNE, Ann Hayden, DNP, APRN, FNP-C, Maria Ruud, DNP, APRN, WHNP-BC","doi":"10.3928/01484834-20240320-01","DOIUrl":"https://doi.org/10.3928/01484834-20240320-01","url":null,"abstract":"<section><h3>Background:</h3><p>Educators ensure that nurse practitioner (NP) students meet core competencies prior to graduation. Post-graduation, students navigate certification, licensure, resume building, and job searches. A statewide virtual conference was developed to help students during the transition to advanced nursing practice.</p></section><section><h3>Method:</h3><p>Information was presented on professional role development, resume writing, interviewing, licensure, certification, contract negotiation, and transitioning to a provider role.</p></section><section><h3>Results:</h3><p>Nearly all participants (92%) were able to describe the status of NP practice and licensure requirements. Most attendees (90%) valued the insight shared by panelists. Many students (88%) felt more prepared to negotiate a contract.</p></section><section><h3>Conclusion:</h3><p>Current educational programs lack the time to thoroughly address NP graduates' learning needs regarding transition to practice. A partnership between faculties and a state professional organization is an innovative approach to meet students' educational desires. Delivery of a virtual conference during the pandemic proved to be cost effective. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"51 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nursing faculty have been called to incorporate social determinants of health (SDOH) in nursing courses to equip nurses in better addressing disparities in care and health outcomes.
Method:
Prior to clinical experiences, students were introduced to concepts of health promotion and the SDOH framework. In the maternal child nursing course, core concepts of reproduction and sexuality were introduced through an SDOH framework lens. Outpatient clinical sites were chosen to provide a comprehensive, health promotion-focused clinical experience.
Results:
As students immersed themselves in providing care outside of the acute care setting, they assessed specific populations' needs and resources and participated in delivering care that addressed financial and access issues.
Conclusion:
Incorporating outpatient maternal child clinical experiences broadens students' perspective on health outcomes impacted by SDOH. By implementing health promotion interventions in community settings, students can grasp a more vivid picture of nursing's role and impact outside of hospital walls. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"Addressing Social Determinants of Women's Health: Shifting the Focus Toward Health Promotion","authors":"Janet Adams Tucker, PhD, MSN, RNC-OB, Melody Norris Waller, PhD, MSN, RN","doi":"10.3928/01484834-20240318-02","DOIUrl":"https://doi.org/10.3928/01484834-20240318-02","url":null,"abstract":"<section><h3>Background:</h3><p>Nursing faculty have been called to incorporate social determinants of health (SDOH) in nursing courses to equip nurses in better addressing disparities in care and health outcomes.</p></section><section><h3>Method:</h3><p>Prior to clinical experiences, students were introduced to concepts of health promotion and the SDOH framework. In the maternal child nursing course, core concepts of reproduction and sexuality were introduced through an SDOH framework lens. Outpatient clinical sites were chosen to provide a comprehensive, health promotion-focused clinical experience.</p></section><section><h3>Results:</h3><p>As students immersed themselves in providing care outside of the acute care setting, they assessed specific populations' needs and resources and participated in delivering care that addressed financial and access issues.</p></section><section><h3>Conclusion:</h3><p>Incorporating outpatient maternal child clinical experiences broadens students' perspective on health outcomes impacted by SDOH. By implementing health promotion interventions in community settings, students can grasp a more vivid picture of nursing's role and impact outside of hospital walls. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140617402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.3928/01484834-20240318-04
Michael D. Bumbach, PhD, APRN, FNP-BC, MSN, RN, CHSE
Background:
In late 2022, an AI (artificial intelligence) application, ChatGPT (generative pre-trained transformer), was released free for public use. Although present use of AI applications are scant in nursing education, the easy access to ChatGPT will inevitably influence educational experiences for both educators and students. Nursing educators have an opportunity to leverage this new technology by understanding the functionality and limitations of ChatGPT.
Method:
This article examines the framework and functionality of ChatGPT and considers a potential nursing education assignment using the AI powered ChatGPT. The AI application, ChatGPT, is reviewed within the context of health care and nursing education and a potential nursing assignment leveraging ChatGPT is considered.
Results:
Nursing educators will increase their knowledge about ChatGPT and consider a possible nursing curriculum assignment using ChatGPT.
Conclusion:
Although not without limitations, nursing educators can leverage this new AI powered technology for an enhanced student experience. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"The Use of AI Powered ChatGPT for Nursing Education","authors":"Michael D. Bumbach, PhD, APRN, FNP-BC, MSN, RN, CHSE","doi":"10.3928/01484834-20240318-04","DOIUrl":"https://doi.org/10.3928/01484834-20240318-04","url":null,"abstract":"<section><h3>Background:</h3><p>In late 2022, an AI (artificial intelligence) application, ChatGPT (generative pre-trained transformer), was released free for public use. Although present use of AI applications are scant in nursing education, the easy access to ChatGPT will inevitably influence educational experiences for both educators and students. Nursing educators have an opportunity to leverage this new technology by understanding the functionality and limitations of ChatGPT.</p></section><section><h3>Method:</h3><p>This article examines the framework and functionality of ChatGPT and considers a potential nursing education assignment using the AI powered ChatGPT. The AI application, ChatGPT, is reviewed within the context of health care and nursing education and a potential nursing assignment leveraging ChatGPT is considered.</p></section><section><h3>Results:</h3><p>Nursing educators will increase their knowledge about ChatGPT and consider a possible nursing curriculum assignment using ChatGPT.</p></section><section><h3>Conclusion:</h3><p>Although not without limitations, nursing educators can leverage this new AI powered technology for an enhanced student experience. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.3928/01484834-20240313-01
Maryellen Potts, PhD, Frank Schaller Jr., DNP, APRN, FNP-C
Background:
Health care is increasingly dependent on technology and social media for communication. Nurse educators are tasked with developing a nursing workforce equipped with digital literacy to deliver safe, quality patient care. Twitter (now X) chats are an alternative social engagement opportunity for online nursing education students that can facilitate digital literacy.
Method:
The instructor of an 8-week online nursing education course revised three required discussions as Twitter chats. Written instructions for the Twitter chats were provided, as well as a podcast. Self-report data and Twitter analytics were analyzed.
Results:
Findings identified the benefits of incorporating a social media platform into traditional coursework. Chats helped students view course objectives in a new light and increased understanding of class content.
Conclusion:
Twitter is a social media technology that can help nursing students educationally and professionally. [J Nurs Educ. 2024;63(X):XXX–XXX.]
{"title":"Twitter Chats as an Alternative to Discussion Boards in Graduate Nursing Courses","authors":"Maryellen Potts, PhD, Frank Schaller Jr., DNP, APRN, FNP-C","doi":"10.3928/01484834-20240313-01","DOIUrl":"https://doi.org/10.3928/01484834-20240313-01","url":null,"abstract":"<section><h3>Background:</h3><p>Health care is increasingly dependent on technology and social media for communication. Nurse educators are tasked with developing a nursing workforce equipped with digital literacy to deliver safe, quality patient care. Twitter (now X) chats are an alternative social engagement opportunity for online nursing education students that can facilitate digital literacy.</p></section><section><h3>Method:</h3><p>The instructor of an 8-week online nursing education course revised three required discussions as Twitter chats. Written instructions for the Twitter chats were provided, as well as a podcast. Self-report data and Twitter analytics were analyzed.</p></section><section><h3>Results:</h3><p>Findings identified the benefits of incorporating a social media platform into traditional coursework. Chats helped students view course objectives in a new light and increased understanding of class content.</p></section><section><h3>Conclusion:</h3><p>Twitter is a social media technology that can help nursing students educationally and professionally. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"28 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based protocol for early identification and treatment for substance use. Adolescents are a high-risk group for substance use.
Method:
SBIRT simulation was conducted among nursing students (n = 79). Surveys were administered before (pretest), immediately after (posttest 1), and 3 weeks (posttest 2) after simulation. Outcome scores including attitude, role security, therapeutic commitment, knowledge, confidence, competence, readiness, and response to scenarios and cases were compared between traditional undergraduate nursing students who received educational reinforcement before the posttest 2 survey and postbaccalaureate students.
Results:
Mean scores for attitude, role security, knowledge, confidence, competence, readiness, and scenarios or cases improved significantly after the simulation (p < .005). Traditional undergraduate and postbaccalaureate students had similar posttest 1 and posttest 2 scores.
Conclusion:
After SBIRT simulation, outcomes improved and were maintained after educational reinforcement, which could increase the success of interventions for substance use among adolescents. [J Nurs Educ. 2024;63(4):247–251.]
{"title":"Using Adolescent SBIRT With Simulation to Teach Nursing Students Substance Use Assessment","authors":"Pamela Z. Adamshick, PhD, RN, PMHCNS-BC, Colleen Payton, PhD, MPH, CPH, MCHES","doi":"10.3928/01484834-20240207-08","DOIUrl":"https://doi.org/10.3928/01484834-20240207-08","url":null,"abstract":"<section><h3>Background:</h3><p>Screening, Brief Intervention, and Referral to Treatment (SBIRT) is an evidence-based protocol for early identification and treatment for substance use. Adolescents are a high-risk group for substance use.</p></section><section><h3>Method:</h3><p>SBIRT simulation was conducted among nursing students (<i>n</i> = 79). Surveys were administered before (pretest), immediately after (posttest 1), and 3 weeks (posttest 2) after simulation. Outcome scores including attitude, role security, therapeutic commitment, knowledge, confidence, competence, readiness, and response to scenarios and cases were compared between traditional undergraduate nursing students who received educational reinforcement before the posttest 2 survey and postbaccalaureate students.</p></section><section><h3>Results:</h3><p>Mean scores for attitude, role security, knowledge, confidence, competence, readiness, and scenarios or cases improved significantly after the simulation (<i>p</i> < .005). Traditional undergraduate and postbaccalaureate students had similar posttest 1 and posttest 2 scores.</p></section><section><h3>Conclusion:</h3><p>After SBIRT simulation, outcomes improved and were maintained after educational reinforcement, which could increase the success of interventions for substance use among adolescents. <strong>[<i>J Nurs Educ</i>. 2024;63(4):247–251.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"40 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.3928/01484834-20240207-03
Christine Minty-Walker, MHlthSc(Ed), Nathan J. Wilson, PhD, Leanne Rylands, PhD, Leanne Hunt, PhD, Jim Pettigrew, PhD
Background:
Education providers teach numeracy to undergraduate nursing students using a diverse range of approaches. Proficiency in numeracy skills is critical for patient safety; however, alarmingly, the accuracy rate of calculations by both undergraduate nurses and RNs is reported to be low.
Method:
The literature search yielded 1,180 articles published between 1994 and 2022. The assessment of the studies was reported using the PRIMSA extension for Scoping Reviews.
Results:
Thirty-nine articles were included in the review. A diverse range of approaches were used to teach numeracy including learning theory, methods of calculation, learning environment, and examination aids.
Conclusion:
This review highlights the plethora of approaches for teaching numeracy within undergraduate nursing education. Internationally, there were limited studies on the most effective teaching approaches; therefore, developing a robust evidence-based numeracy framework would be beneficial to guide non-nursing instructors in teaching undergraduate nurses. [J Nurs Educ. 2024;63(4):218–227.]
{"title":"Numeracy Teaching for Undergraduate Nursing Students: A Scoping Review","authors":"Christine Minty-Walker, MHlthSc(Ed), Nathan J. Wilson, PhD, Leanne Rylands, PhD, Leanne Hunt, PhD, Jim Pettigrew, PhD","doi":"10.3928/01484834-20240207-03","DOIUrl":"https://doi.org/10.3928/01484834-20240207-03","url":null,"abstract":"<section><h3>Background:</h3><p>Education providers teach numeracy to undergraduate nursing students using a diverse range of approaches. Proficiency in numeracy skills is critical for patient safety; however, alarmingly, the accuracy rate of calculations by both undergraduate nurses and RNs is reported to be low.</p></section><section><h3>Method:</h3><p>The literature search yielded 1,180 articles published between 1994 and 2022. The assessment of the studies was reported using the PRIMSA extension for Scoping Reviews.</p></section><section><h3>Results:</h3><p>Thirty-nine articles were included in the review. A diverse range of approaches were used to teach numeracy including learning theory, methods of calculation, learning environment, and examination aids.</p></section><section><h3>Conclusion:</h3><p>This review highlights the plethora of approaches for teaching numeracy within undergraduate nursing education. Internationally, there were limited studies on the most effective teaching approaches; therefore, developing a robust evidence-based numeracy framework would be beneficial to guide non-nursing instructors in teaching undergraduate nurses. <strong>[<i>J Nurs Educ</i>. 2024;63(4):218–227.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"40 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although many nursing programs include health equity in their curriculum, research investigating the efficacy of such curricula often is lacking.
Method:
Using criterion sampling, school of nursing alumni who could speak about their graduate preparation and current experiences working with diverse patient populations were recruited for this study. Semistructured interviews were conducted with 22 alumni regarding their curricular, clinical, and co-curricular experiences as graduate students to better understand the strengths and gaps in their preparation as health professionals.
Results:
Four major themes emerged from the analysis of interview transcripts (n = 22). These themes included: (1) diversity and representation; (2) implicit bias and microaggressions; (3) skills and knowledge areas; and (4) supplemental learning through co-curricular experiences.
Conclusion:
Implications for policy, curriculum innovation, and clinical practice can better prepare students to advance care for a diverse society. [J Nurs Educ. 2024;63(4):228–232.]
{"title":"Examining Student Preparation for Advancing Care in a Diverse Society","authors":"Abraham Ndiwane, MSc, EdD, RN, CHES, Kimberly Truong, PhD, Indigo Young, MS, CCC-SLP, Ashley Kariuki, BSN, RN, MGB, Selam Shah, MPH, RN","doi":"10.3928/01484834-20240207-01","DOIUrl":"https://doi.org/10.3928/01484834-20240207-01","url":null,"abstract":"<section><h3>Background:</h3><p>Although many nursing programs include health equity in their curriculum, research investigating the efficacy of such curricula often is lacking.</p></section><section><h3>Method:</h3><p>Using criterion sampling, school of nursing alumni who could speak about their graduate preparation and current experiences working with diverse patient populations were recruited for this study. Semistructured interviews were conducted with 22 alumni regarding their curricular, clinical, and co-curricular experiences as graduate students to better understand the strengths and gaps in their preparation as health professionals.</p></section><section><h3>Results:</h3><p>Four major themes emerged from the analysis of interview transcripts (<i>n</i> = 22). These themes included: (1) diversity and representation; (2) implicit bias and microaggressions; (3) skills and knowledge areas; and (4) supplemental learning through co-curricular experiences.</p></section><section><h3>Conclusion:</h3><p>Implications for policy, curriculum innovation, and clinical practice can better prepare students to advance care for a diverse society. <strong>[<i>J Nurs Educ</i>. 2024;63(4):228–232.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"25 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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