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Williams C. Achievement Goal Theory and Mindsets: Keys for Competency Development in Nursing. Nurse Educ 2024; 49:274-277. [PMID: 38936402 DOI: 10.1097/nne.0000000000001694] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/29/2024]
Abstract
BACKGROUND Many nursing schools are transitioning to a competency-based model due to the increasing complexity of medical information, skills, task acuities, and cognitive overload. PROBLEM Nursing faculty may not be familiar with the synergy between achievement goal theory and the growth mindset (GM) model to prepare nursing students within a competency-based model effectively. APPROACH This article presents a persuasive argument for how integrating achievement goal theory and the GM model could effectively foster mastery goals essential for competency development. CONCLUSIONS Mastery goals, a component of the GM model, can be used as tangible indicators for assessing and evaluating competency development.
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Affiliation(s)
- Cheryl Williams
- School of Nursing, Salem State University, Salem, Massachusetts
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Hamner A, Salguero R, Nasser B, Williams C. Embracing the Growth Mindset: Shifting From Pass or Fail to Pass or Practice in Practice Assessments. Nurse Educ 2024:00006223-990000000-00495. [PMID: 38975659 DOI: 10.1097/nne.0000000000001703] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/09/2024]
Affiliation(s)
- Alison Hamner
- By Allison Hamner, MSN, RN, CNE, Endicott College, Beverly, Massachusetts, Rachael Salguero, PhD, RN-BC, CNEcl, MGH Institute of Health Professions, Boston, Massachusetts, Bethany Nasser, PhD, RN, CNE, Endicott College, Beverly, Massachusetts, and Cheryl Williams, PhD, RN, CNE, NP-C, Salem State University, Salem, Massachusetts,
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Murry LT, Boyer JG, Catledge K, Gettig JP, Travlos DV, Zarembski D, Kiersma ME. The Intersection of Growth Mindset and Accreditation in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100711. [PMID: 38723896 DOI: 10.1016/j.ajpe.2024.100711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Revised: 04/30/2024] [Accepted: 05/02/2024] [Indexed: 05/28/2024]
Abstract
OBJECTIVES To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education. FINDINGS To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results. SUMMARY Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.
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Affiliation(s)
- Logan T Murry
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | - J Gregory Boyer
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | | | - Jacob P Gettig
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | | | - Dawn Zarembski
- Accreditation Council for Pharmacy Education, Chicago, IL, USA
| | - Mary E Kiersma
- Accreditation Council for Pharmacy Education, Chicago, IL, USA.
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Carter A. 5-Minute Pearls to Support Student Success. Nurse Educ 2024:00006223-990000000-00470. [PMID: 38814621 DOI: 10.1097/nne.0000000000001665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/31/2024]
Affiliation(s)
- Ashley Carter
- By Ashley Carter, DNP, RN, CNE, University of Southern Indiana College of Nursing and Health Professions, Evansville, Indiana, ancarter@usi
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Cunningham T, Caza B, Hayes R, Leake S, Cipriano P. Design health care systems to protect resilience in nursing. Nurs Outlook 2024; 72:101999. [PMID: 37481349 DOI: 10.1016/j.outlook.2023.101999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 05/30/2023] [Accepted: 06/11/2023] [Indexed: 07/24/2023]
Abstract
This panel paper is the fourth installment in a six-part Nursing Outlook special edition based on the 2022 Emory Business Case for Nursing Summit. The 2022 summit was led by Emory School of Nursing in partnership with Emory School of Business. It convened national nursing, health care, and business leaders to explore possible solutions to nursing workforce crises, including the nursing shortage. Each of the summit's four panels authored a paper in this special edition on their respective topic(s) of discussion, and this panel paper is focused on resilience in nursing. It addresses the importance of organizational culture in nursing retention, the role of leadership in reducing nurse turnover, and strategies for how to build resilience systems that counteract or eliminate sources of moral distress. Cost rationales are discussed as part of 'the busienss case' for investing in resilience systems.
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Affiliation(s)
| | - Brianna Caza
- University of North Carolina Greensboro, Greensboro, NC.
| | - Rose Hayes
- Emory University School of Nursing, Atlanta, GA.
| | - Sandy Leake
- The University of Tennessee Medical Center, Knoxville, TN.
| | - Pamela Cipriano
- University of Virginia School of Nursing, Charlottesville, VA.
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Young-Brice A, Johnson BK, McCormack MG, Peña M, Leiberg J, Dreifuerst KT. Grit as a Predictor of Academic Success Among Associate Degree Nursing Students. Nurs Educ Perspect 2023; 44:359-364. [PMID: 37158730 DOI: 10.1097/01.nep.0000000000001136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
AIM The purpose of this study was to explore whether grit is a predictor of success in associate degree nursing (ADN) programs. BACKGROUND A question that challenges admission decision-making in nursing programs is "Who will succeed?" This question is particularly relevant in ADN programs, which often have higher attrition rates than baccalaureate programs. METHOD This longitudinal, mixed-methods study was conducted with 451 ADN students across nine programs, including interviews with seven unsuccessful students and nine successful students. RESULTS Short Grit Scale scores were not found to be statistically significant as a predictor of academic success; however, themes that emerged from the interviews do align with the theory of grit. CONCLUSION Further research is needed to explore whether recognizing the level of grit in students during admission processes would help identify students who are likely to succeed.
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Affiliation(s)
- Amber Young-Brice
- About the Authors Amber Young-Brice, PhD, RN, CNE, is an assistant professor, Marquette University College of Nursing, Milwaukee, Wisconsin. B. Kyle Johnson, PhD, RN, CHSE, is an assistant professor/clinical and simulation director, Texas Tech University Health Sciences Center School of Nursing, Lubbock, Texas. Mary Grace McCormack, RN, is former undergraduate research assistant, Marquette University College of Nursing. Maria Peña, MSN, RN, is a clinical instructor and PhD student, Marquette University College of Nursing. Jessica Leiberg, DNP, RN, is adjunct clinical instructor and PhD student, Marquette University College of Nursing. Kristina Thomas Dreifuerst, PhD, RN, CNE, ANEF, is a professor, Marquette University College of Nursing. This research was supported by a National League for Nursing Ruth Donnelly Corcoran Research Award. For more information, contact Dr. Young-Brice at
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Ang WHD, Chew HSJ, Rusli KDB, Ng WHD, Zheng ZJ, Liaw SY, Ang NKE, Lau Y. Spotlight on noncognitive skills: Views from nursing students and educators. NURSE EDUCATION TODAY 2022; 117:105486. [PMID: 35917708 DOI: 10.1016/j.nedt.2022.105486] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 07/04/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Noncognitive skills have a considerable role in influencing nursing students' performance in clinical and educational settings. Understanding how nursing students and educators perceive noncognitive skills is important given the broad classifications of noncognitive competencies. OBJECTIVE This study sought to examine nursing students' and educators' perception of noncognitive skills. DESIGN This study adopted a descriptive qualitative approach. SETTING This study was conducted virtually via Zoom in one university in Singapore. PARTICIPANTS Purposive sampling through a maximum variation technique was used to select 35 nursing students and 12 educators. METHODS Semistructured interviews were conducted through eight virtual face-to-face focus group discussions. Interviews were audio- and videorecorded and transcribed verbatim. Data were analysed through thematic analysis. RESULTS The participants stated that individual and interpersonal skills contribute to one's noncognitive skills. Two themes emerged from the participants' narratives: (1) the ability to manage oneself and (2) social interactions with others. The first theme describes the various individual characteristics such as growth mindset, adaptability, resilience, and emotional regulation. The second theme describes the importance of empathy and meaningful relationships as types of non-cognitive skills. CONCLUSIONS The findings of this study provide the basis for the development of noncognitive assessment tools by educators. In addition, they pave the foundation for the curation of future programs that promote the noncognitive skills of nursing students. Hospital-based educators may use these findings to curate suitable programs for improving the noncognitive abilities of nurses.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wai Hung Daniel Ng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zhongjia James Zheng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Wolcott MD, McLaughlin JE, Hann A, Miklavec A, Beck Dallaghan GL, Rhoney DH, Zomorodi M. A review to characterise and map the growth mindset theory in health professions education. MEDICAL EDUCATION 2021; 55:430-440. [PMID: 32955728 DOI: 10.1111/medu.14381] [Citation(s) in RCA: 44] [Impact Index Per Article: 14.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2020] [Revised: 07/31/2020] [Accepted: 09/11/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Growth mindset is a motivation theory proposed by Carol Dweck that posits our beliefs about intelligence, and the ability to change mindsets can have impacts on how we approach challenges, respond to criticism challenges and orient our goals. This study characterised articles on growth mindset theory in health professions education to: summarise the aspects of growth mindset being researched, describe the discussed benefits of growth mindset theory and outline strategies discussed that may promote a growth mindset. METHODS A systematic review of the literature yielded 4927 articles-articles were reviewed and excluded if they were outside of health professions education and did not discuss Dweck's growth mindset theory. The final review yielded 14 research articles and 13 commentaries, which were characterised and analysed using content analysis. RESULTS The included articles were published in 2016 and beyond; the articles represented a diverse context, participant type and approach. Most research studies measured participant mindsets and evaluated the correlation with other variables (eg grit, well-being, anxiety). Articles often highlighted benefits and strategies to promote a growth mindset at the learner, educator and organisation level. The most common learner benefits were to help them be more receptive to feedback as well as increased resiliency and perseverance, educator benefits focused on supporting collaborative relationships and safe learning environments. The most prevalent strategies discussed were teaching learners about growth mindset theory, shifting faculty feedback to emphasise effort and to prioritise feedback across the organisation. CONCLUSION The growth mindset framework has been shown in other fields to help others manage educational challenges and enhance learning environments. Researchers are encouraged to explore how interventions such as teaching about and prioritising a growth mindset can support learners, health care professionals, educators and organisations.
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Affiliation(s)
- Michael D Wolcott
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
- University of North Carolina Adams School of Dentistry, Chapel Hill, NC, USA
| | - Jacqueline E McLaughlin
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
- Monash University, Clayton, VIC, Australia
| | - Alice Hann
- Monash University, Clayton, VIC, Australia
| | | | | | - Denise H Rhoney
- University of North Carolina Eshelman School of Pharmacy, Chapel Hill, NC, USA
| | - Meg Zomorodi
- Office of the Provost, Interprofessional Education and Practice, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA
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