Assisting BSN students in moving from novice to advanced beginner through student-LED simulations

The benefits of nursing professional governance nursing research and evidenced-based practice councils for new graduate nurses

New graduate nurses are an untapped population for nursing professional governance and nursing research and evidenced-based practice councils. New graduate nurses can offer new insights into the management of patient care and nursing workflow. By educating new graduate nurses about the benefits of nursing research and evidence-based practice councils at the start of their careers, an early standard of excellence in the empowerment of applying evidenced-based practice principles to improve patient care quality can occur. This narrative literature inquiry explores new graduate nurses perspective of research and evidence-based practice councils, with the targeted goal of engagement for professional and personal growth as a nurse leader.

Nursing educational framework: A new nurse-driven, conceptually guided approach

PURPOSE

The aim of this article is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum.

DATA SOURCES

Empirical and theoretical literature studies were reviewed to define the framework rationale and its components.

DATA SYNTHESIS

A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process.

CONCLUSIONS

The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach.

IMPLICATIONS FOR NURSING PRACTICE

This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing's unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family-centered relationship-based practice approach.

Critical thinking abilities among newly graduated nurses: A cross-sectional survey study in China

AIM

The aim of this study is to describe critical thinking dispositions among newly graduated nurses with different educational background in China and to explore related factors.

DESIGN

A cross-sectional questionnaire survey.

METHODS

The data were collected using the Chinese Version of Critical Thinking Dispositions Inventory (CTDI-CV). Overall, 588 newly graduated nurses finally completed the survey. Spearman and Pearson's correlation coefficients were used to examine the correlation between the CDTI-CV and nurses' general characteristics.

RESULTS

In terms of open-mindedness, analysis and inquisitiveness subscales, significant differences were found among nurses based on three educational level. When dichotomizing total CTDI scores into high and low, nearly 80% of the respondents fell into low score group. Pressure from workplace was high for 68.4% of them. Significant correlation was found among the new graduated nurses' critical thinking ability and their age, education level, reading habit and attitude towards nursing profession.

Faculty development program for coaching in nursing education: A curriculum development process study

AIM/OBJECTIVE

This study aims to develop a Faculty Development Program for Coaching that can be used in teaching psychomotor skills in nursing education.

BACKGROUND

Knowledge, skills and attitudes of faculty members play a significant role in students acquiring basic nursing psychomotor skills before clinical training.

DESIGN

It is a curriculum development process study.

METHODS

The study sample comprised 149 nursing faculty members in all nursing faculties in Turkey. This study combines the Delphi survey, analysis of psychomotor skills training programs and a literature review with the Triangulation Strategy.

RESULTS

A Faculty Development Program for Coaching consisting of six modules and 34-hours was developed. The program including various teaching strategies. Participant's achievements are assessed by grading individual assignments.

CONCLUSIONS

The Faculty Development Program for Coaching was developed to be used in all nursing faculties. When this faculty development program is implemented, it will enable researchers to make national and international comparisons in this field.

Meaningful learning actualized through a perinatal continuity of care experience

Leaders in nursing education embrace innovative, real-world learning environments that transform today's generation of nursing students into critical thinkers. Scheduling exclusive child-bearing practicums are challenging due to staffing, time, and maternal client presentation. Utilizing transformative learning theory a perinatal continuum of care clinical learning experience evolved. This paper will discuss the qualitative, descriptive study of Bachelor of Science in Nursing students in rural, Midwestern United States who completed maternal/infant didactic, high-fidelity simulation, and real-world experiences relative to women during the perinatal period. Participants (n = 50) consisted of third-semester baccalaureate nursing students enrolled in the maternal/infant course. Data were collected from students' reflective journal blogs at the end of the semester. The aim of this study was to identify the outcomes of students learning through this perinatal experience. Three themes emerged from this study: self-analysis, critical thinking, and self-efficacy. Students' reflection indicated that through this comprehensive clinical experience, they developed a new self-awareness. Students noted that the experience was unique to any they had encountered. The perinatal assignment provided an opportunity for professional growth in this specialty area due to the interface of theory, simulation, and clinical applications expounded in the reflective clinical blog throughout the experience.