A Delphi study of innovative teaching in baccalaureate nursing education

The stakeholders' perceptions of the requirements of implementing innovative educational approaches in nursing: a qualitative content analysis study

BACKGROUND

Improving the competencies of nurses requires improving educational methods through the use of novel methods in teaching and learning. We aim to explore the perceptions of stakeholders (including nursing education directors, faculty members and nursing students) of the requirements of implementing innovative educational approaches in nursing.

METHODS

In this qualitative descriptive study, 19 participants, including educational directors, faculty members, and undergraduate and graduate nursing students, were selected through the purposeful sampling method. Achieving the theoretical saturation in extracted categories was considered as a criterion for determining the sample size and the completion of sampling. The data were collected from December 2019 to May 2020 in nursing schools of Tehran, Iran, through in-depth semi-structured individual face-to-face interviews and were then analyzed based on the Graneheim and Lundman method.

RESULTS

Using qualitative content analysis, eight sub-themes and three themes were extracted. The extracted themes were 'novel educational policymaking', 'Innovative education-oriented platform', and 'managing barriers of innovative educational approaches'.

CONCLUSIONS

Developing and implementing innovative educational approaches entail providing appropriate context, structure, and required facilities by the policymaking system and educational authorities. In addition, developing capacity and related competencies of faculty members and students as the major stakeholders in employing these approaches is crucial.

Dental Hygiene Clinical Instructors' Pedagogical Beliefs and Described Practices About Student-Centered Education

The aims of this study were to understand dental hygiene clinical instructors' teaching and learning perspectives regarding their described pedagogical beliefs, perceived roles in facilitating learning, and factors that influenced those perspectives and to assess how their espoused beliefs matched their instructional practice in relation to student-centered competency-based education. The Theory of Planned Behavior was used as a theoretical framework to guide the qualitative study design and analysis. Data were collected through semi-structured interviews with 15 dental hygiene clinical instructors at a Canadian university in 2014. Transcript data derived from the interviews were coded for thematic analysis. In the results, these dental hygiene clinical instructors reported a spectrum of pedagogical beliefs, with one end defined as student-centered and the other end teacher-centered. While the instructors tended to describe their teaching as student-centered, their responses in the simulated teaching scenarios of the interview were closer to teacher-centered practices. Interview-analysis results showed that the process by which the instructors developed their approaches to teaching was multifactorial. Factors included instructors' perceptions of their own learning experiences, experiences of inter-instructor collaboration, and methods of supporting students' self-efficacy in learning. Given the emergence of support for student-centered education ideology and the program's adoption of this ideology, this exploratory study suggests that uncovering the teaching and learning beliefs of instructors is crucial prior to designing faculty development programs.

Estratégias lúdicas utilizadas em enfermagem — Uma revisão integrativa

Objetivo: identificar y analizar el conocimiento producido en la literatura científica sobre la utilización de juegos en la formación en enfermería.Síntesis de contenido:se trata de una revisión de la literatura realizada en el motor de búsqueda Scopus®, usando descriptores específicos en portugués e inglés, y publicados entre el 2010 y el 2016. De los 58 artículos, se seleccionaron 10, lo que ha permitido identificar diferencias y convergencias, posibilitando la agrupación por cuatro áreas temáticas: tipología de juego, áreas temáticas del juego, ámbito de aplicación de los juegos y metodologías de evaluación de la estrategia.Conclusiones: los resultados evidencian la mayor utilización de esta estrategia en la formación para enfermeros, a nivel de pregrado. Se encuentran algunos vacíos en el marco de los mecanismos de evaluación de estas estrategias. Se sugiere la continuidad de estudios sobre el impacto de los juegos en el cuidado.

Shaping the research experiences of graduate students using action research

BACKGROUND

Nursing research capacity is often not optimal in developing countries. Capacity building at the graduate nurse level presents an opportunity for improved research output. Students pursuing a research methods course at a nursing school in Jamaica expressed fear and anxiety towards the course. Action research was used to address this fear and improve learning outcomes.

OBJECTIVE

To determine attitudes towards research and to improve the experience of graduate students pursuing a research methods course at a nursing school in Jamaica.

METHODS

Students (n=44) registered in the Research Methods course of the MScN at a nursing school in Kingston, Jamaica for the academic year 2010/2011, were invited to participate. Each student was assigned a main supervisor and an alternate supervisor and all had equal access to the course leader and content. On completion of the course three focus group discussions of 10-14 students per group were conducted to determine how students felt about the course experience and their attitude towards the course.

RESULTS

Thirty-seven students (mean age of 41.4 ± 1.5 years; 94% female) participated in the exploratory course evaluation exercise. The participants reported that they entered research methods with feelings of apprehension and anxiety. However, these fears were allayed by a combination of factors including interest in students' welfare, affirmation of students, respect for and understanding of students' needs and resourcefulness, and the use of a panel of experts. Barriers included faculty's unrealistic expectations of students' research competencies and the limited time in which to learn and apply concepts. While students thought the course as challenging they felt more confident that they could be successful on completion of the course.

CONCLUSION

Significant improvement in attitudes to research was realized among graduate nursing students using action research at an urban school of nursing in Jamaica.

Active learning as a path to critical thinking: are competencies a roadblock?

Nursing educators are called to graduate students who are critical thinkers able to face the challenge of negotiating increasingly complex health care systems (Candela, 2011; Cerullo and da Cruz, 2010). Active learning has been incited as a mechanism to foster critical thinking skills (Michel et al., 2009; Pascarella, 2005; Walker, 2003). Yet despite evidence and academic applause in favor of active pedagogies, passive pedagogies continue to dominant the nursing education landscape (Brown et al., 2009; Burbach et al., 2004; Schnell, 2005). Although, scholarly literature in nursing and education substantiate existence of various obstacles that inhibit faculty incorporation of active pedagogies, perhaps the insidious culture of competencies in nursing education is what truly engenders a milieu for the continued use of passive pedagogies. In this article, I aim to stimulate debate about the culture of competencies in nursing education as the overriding force which perpetuates use of passive pedagogies.

Teaching undergraduate students community nursing: using action research to increase engagement and learning

Nurses play a pivotal role in responding to the changing needs of community health care. Therefore, nursing education must be relevant, responsive, and evidence based. We report a case study of curriculum development in a community nursing unit embedded within an undergraduate nursing degree. We used action research to develop, deliver, evaluate, and redesign the curriculum. Feedback was obtained through self-reflection, expert opinion from community stakeholders, formal student evaluation, and critical review. Changes made, especially in curriculum delivery, led to improved learner focus and more clearly linked theory and practice. The redesigned unit improved performance, measured with the university's student evaluation of feedback instrument (increased from 0.3 to 0.5 points below to 0.1 to 0.5 points above faculty mean in all domains), and was well received by teaching staff. The process confirmed that improved pedagogy can increase student engagement with content and perception of a unit as relevant to future practice.

Seen as core: a Delphi consensus study of essential elements of mental health nursing care in Ireland

Continued ambiguity about the scope of mental health nursing is harmful to the discipline's identity and to patients' interests. Using a Delphi survey design, consensus was achieved on a set of 70 items representing core elements of mental health nursing among a sample of 150 mental health nurses working in Ireland. Items achieving consensus in Round 3 of the survey were composed of 28 clinical phenomena (framed as client problems), 18 direct and 12 indirect nursing interventions, and 12 nursing-sensitive outcomes of care. Mental health nurses accepted responsibility across a broad range of outcomes apart from those linked to physical care, the one domain of care rejected by participants. The findings portray mental health nursing as a psychosocial enterprise, encompassing both phenomenological and diagnosis-related elements.

The use of story as a teaching strategy: When educating students in geriatric oncology

Story is a creative teaching strategy that can highlight the unique and complex needs of older adults diagnosed with cancer. Story as a means for delivering educational content can enhance recall and memory of details discussed in lecture. The purpose of this article is to describe the use of story as a teaching strategy and to offer suggestions on using story in educating undergraduate nursing students. To construct an effective story, a teaching point must be identified to be the "lesson learned." The story must be constructed around the teaching point and be relevant to the lecture material. Other suggestions for effective use of story are to rehearse, be succinct, and to inject humor if possible. The central goal of using story is to have an impact on nursing students so they will incorporate geriatric best practices throughout their career.

Mock webpage: an innovative assignment for second-degree nursing students

Generating challenging and meaningful academic assignments for nursing students in which the student manages the technology used to deliver information is needed for accelerated second-degree nursing students. Developing those assignments is critical for keeping accelerated second-degree students engaged in the learning process. They are highly motivated, self-directed learners who have been found to have a preference for teaching-learning experiences that incorporate the use of technology. This paper describes the development of a mock webpage assignment to meet the learning needs of accelerated second-degree nursing students.

Delphi survey of research priorities

AIM

To identify nurses' priorities for topics and issues to be addressed by a developing nursing research program at a county hospital.

BACKGROUND

Delphi surveys have been effective at other hospitals to identify research priorities of nurses.

METHODS

A Delphi survey was performed in two rounds. Questionnaires were distributed to all 415 nurses who worked at the hospital.

RESULTS

A total of 274 nurses returned the Round I questionnaire (response rate, 66%), and 249 returned the Round II questionnaire (response rate, 60%).

CONCLUSIONS

The Delphi survey was successfully used to identify nurses' research priorities at a county hospital. A total of 39 topics were identified from content analysis of research areas described by nurses. Factor analysis revealed three factors: work environment, newborn issues and effects of leadership.

IMPLICATIONS FOR NURSING MANAGEMENT

The Delphi survey is a useful way to begin a program of research. Nurses who have a successful experience with research are more likely to become further involved in research, which will allow them to more effectively participate in decision making and improving the work environment. In addition, items were identified that needed to be addressed by nursing managers.

Risco para trauma vascular: proposta do diagnóstico e validação por peritos

Pesquisa de validação conceitual e de conteúdo que objetivou compor o título, os mecanismos de vulnerabilidade e os fatores de risco para o diagnóstico de enfermagem "Risco para Trauma Vascular", segundo a taxonomia da NANDA, bem como validar os elementos desse diagnóstico, a partir da opinião de 60 peritos. Foram identificados 51 fatores relacionados a cinco eixos: medicação e forma/periodicidade de infusão; cateter intravascular e permanência num mesmo sítio; fixação do cateter intravascular; indivíduo, seus hábitos, padrão comunicacional, estilo de vida e capacidade sensório-motora; e decisões profissionais, política institucional e procedimento. Destes, foram validados 28 fatores de vulnerabilidade (escore > 0,80). Os resultados evidenciaram "Risco para Trauma Vascular" ser um novo diagnóstico de enfermagem; sugere-se a validação clínica do mesmo.