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Wang M, Xu JO, Luo CF, Lv F, Wei LZ. Qualitative comparative analysis of learning engagement among Chinese part-time master's students in nursing. Nurse Educ Today 2024; 138:106194. [PMID: 38640841 DOI: 10.1016/j.nedt.2024.106194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/27/2023] [Revised: 03/09/2024] [Accepted: 04/02/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Graduate nursing education plays an important role in the development of an innovative nation. Such education benefits the health of the community by cultivating competent and highly skilled nurses who can provide safe and quality nursing care. The number of students pursuing nursing degrees in China is insufficient, to meet the social demand for advanced practice nurses. The part-time Master of Nursing Specialist program for students offers flexible learning options for working nurses. However, the relatively low level of learning engagement exhibited by this group has raised concerns among policy-makers and nursing educators. An in-depth study of the factors affecting the learning engagement of part-time Master of Nursing Specialist postgraduates, especially with regard to their combined effect, is expected to provide a basis for improving the level of learning engagement among such students. METHODS This study used ability-motivation-opportunity-theory and fuzzy-set qualitative comparative analysis to analyze the relationships between five conditions (i.e., supportive campus environment, supportive work environment, student-faculty interaction, research motivation and time management ability) and learning engagement by reference to data collected from a sample of 225 part-time Master of Nursing Specialist students who were enrolled in China. RESULTS The fuzzy-set qualitative comparative analysis results indicated that individual examples of these antecedent conditions were insufficient to influence learning engagement. In contrast, three combinations of the five conditions led to high levels of learning engagement, and substitutability and complementarity were observed among the various elements in the configuration. CONCLUSIONS Research motivation, student-faculty interaction, a supportive work environment and time management are factors that can influence part-time postgraduates' learning engagement. Supervisors can enhance their research skills and expertise, hospitals can establish supportive environments for students, and students can strengthen their research motivation and time management abilities.
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Affiliation(s)
- Min Wang
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China; Peking University Cancer Hospital (Inner Mongolia Campus)/Affiliated Cancer Hospital Of Inner Mongolia Medical University, Hohhot, China
| | - Jian-Ou Xu
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
| | - Cai-Feng Luo
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China.
| | - Fei Lv
- School of Medicine, Jingjiang College of Jiangsu University, Zhenjiang, Jiangsu, China
| | - Lan-Zhi Wei
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
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Aryee SE, Zekveld K, de Young S, Fankah I, Stuart-Minaret J, Ankomah CA, Fleming-Carroll B. Integrating Strengths-Based Nursing and Healthcare in Pediatric Nursing Education: A Case Study of the Ghana-SickKids Partnership. Nurs Leadersh (Tor Ont) 2024; 36:41-51. [PMID: 38779834 DOI: 10.12927/cjnl.2024.27309] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/25/2024]
Abstract
There is growing recognition of the critical role nursing leadership plays in healthcare. Integrating strengths-based approaches into nursing education enables positive learning settings and empowers nurses as leaders who foster healing and well-being for patients and their families. This paper describes an effort to integrate Strengths-Based Nursing and Healthcare (SBNH) and Strengths-Based Nursing and Healthcare Leadership (SBNH-L) into the development, implementation and evaluation of a postgraduate pediatric nursing program in Ghana. In the evaluation of the program in Ghana, three themes emerged related to strengths-based nursing: transformation of teaching and learning, impact on relationships with colleagues and impact on relationships with patients.
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Affiliation(s)
| | - Karin Zekveld
- SickKids Centre for Global Child Health, The Hospital for Sick Children Toronto, ON
| | - Stephanie de Young
- SickKids Centre for Global Child Health, The Hospital for Sick Children Toronto, ON
| | - Irene Fankah
- Ghana College of Nurses and Midwives Accra, Ghana
| | - Jane Stuart-Minaret
- SickKids Centre for Global Child Health, The Hospital for Sick Children Toronto, ON
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De Torres RQ, Filoteo JA, Tabudlo JB, Tuazon JA. Exploring the status and critical issues in mixed methods research in doctoral nursing education in the Philippines. J Prof Nurs 2024; 50:1-7. [PMID: 38369364 DOI: 10.1016/j.profnurs.2023.10.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2023] [Revised: 10/08/2023] [Accepted: 10/10/2023] [Indexed: 02/20/2024]
Abstract
BACKGROUND Mixed methods research (MMR) can be a pathway for doctoral nursing students to create innovative and noble contributions for the advancement of nursing theory, practice, and education. Several issues and challenges must be identified to successfully train, mentor, and support doctoral nursing students in conducting MMR. AIM The study aimed to explore the status and critical issues in conducting, mentoring, and training MMR in doctoral nursing programs in the Philippines. METHODS A descriptive qualitative study was conducted by performing semi-structured online interviews with 10 purposively selected participants who were faculty and educators with doctoral degrees, involved in teaching and mentoring MMR among doctoral nursing students in the last 10 years. Data were analyzed using Braun and Clarke's thematic analysis. FINDINGS Four key themes emerged, namely, (1) perceptions on the use of MMR, (2) facilitators to use MMR, (3) barriers to the use of MMR, and (4) recommendations to promote the use of MMR focused on the student, faculty, and educational institution levels. CONCLUSION Providing educational, institutional, and research support for doctoral nursing students and faculty could flourish the use of MMR in doctoral nursing programs with deeper meaning and reasoning.
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Affiliation(s)
- Ryan Q De Torres
- College of Nursing, University of the Philippines Manila, Philippines.
| | | | - Jerick B Tabudlo
- College of Nursing, University of the Philippines Manila, Philippines
| | - Josefina A Tuazon
- College of Nursing, University of the Philippines Manila, Philippines
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Rettie CS, Huynh D. A programmatic taxonomy to define, differentiate, and classify nurse practitioner postgraduate training. J Am Assoc Nurse Pract 2022; 34:1193-1201. [PMID: 36173946 DOI: 10.1097/jxx.0000000000000772] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 07/19/2022] [Indexed: 11/26/2022]
Abstract
ABSTRACT Postgraduate residencies and fellowships have become a growing foundational element in the early career path for new nurse practitioners (NPs) and for NPs changing areas of specialization. The proposed programmatic taxonomy provides a straightforward method to recognize and classify NP postgraduate training programs with differing missions, structures, and outcome objectives. Models of postgraduate training for NPs are identified, defined, and differentiated. Each model can serve as an essential and specific purpose for the sponsoring organization. The programmatic models for NP postgraduate training programs are residency, fellowship, and "additional programs." Differences between residency and fellowship are described. The taxonomy then compares and contrasts the three models on five overarching programmatic characteristics, namely, mission, goals, environment, evaluation, and duration. The potential impact of adopting the NP postgraduate training taxonomy on the NP profession, the public, funding, accreditation, and the early career development of NPs is explored. Recommendations for next steps are suggested.
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Affiliation(s)
- Candice S Rettie
- Health Equity, Social Justice and Strategy Manager for the Washington State Health Care Authority, Olympia, Washington
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Abstract
In this article, the authors share strategies of adult learning principles for successful transition to virtual learning for new graduate clinical nurses. Knowles' theory was used to redesign a simulation-based education approach to fulfill the diverse learning needs during the COVID-19 pandemic. The delivery of efficient, effective, and meaningful education was achieved by leveraging technology. This evidence-based strategy was delivered via a cost-effective virtual platform that offered improved accessibility and convenience of education without compromising the quality of the educational outcomes, participant engagement, or learner satisfaction. This virtual platform incorporating a variety of active learning strategies exhibited effective practices, engaging the new graduate clinical nurses and enhancing their acquiring, retaining, and applying knowledge in providing high-quality and safe patient care. It demonstrated the promise that virtual education holds for future programs to enhance professional development and build the nursing workforce. Nurse educators can be instrumental in advancing this virtual agenda. [J Contin Educ Nurs. 2022;53(7):307-311.].
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Abstract
Postgraduate orthopaedic programs for physician assistants (PAs) and nurse practitioners (NPs) number 14 as of 2020. To better understand the characteristics of these programs a census was undertaken. The result is that most programs are 1 year in duration and in 2019 produced 40 graduates. The role of the orthopaedic PA and NP fellow is to gain an understanding of a wide range of musculoskeletal disorders, develop procedural skills, first assist in the operating room, and facilitate management of patients and discharge throughput. PA and NP fellows work alongside categorical orthopaedic physician residents. The number of graduates from PA orthopaedic training programs is estimated at 200, spanning 20 years. The other 11,145 + PAs (99%) are trained on-the-job. For hospital systems, the employment of orthopaedic postgraduate PA and NP fellows provides value through cost management and billable services.
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Affiliation(s)
- Vasco Deon Kidd
- Vasco Deon Kidd, DHSc, MPH, MS, PA-C, Director of Advanced Practice Providers, Nursing Administration and Department of Orthopaedic Surgery, University of California Irvine (UCI Health), Orange, CA 92868
- Roderick S. Hooker, PhD, MBA, PA, Adjunct Professor of Health Policy, Northern Arizona University, Flagstaff, AZ
| | - Roderick S Hooker
- Vasco Deon Kidd, DHSc, MPH, MS, PA-C, Director of Advanced Practice Providers, Nursing Administration and Department of Orthopaedic Surgery, University of California Irvine (UCI Health), Orange, CA 92868
- Roderick S. Hooker, PhD, MBA, PA, Adjunct Professor of Health Policy, Northern Arizona University, Flagstaff, AZ
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Chan GK, Burns EM. Quantifying and Remediating the New Graduate Nurse Resident Academic-Practice Gap Using Online Patient Simulation. J Contin Educ Nurs 2021; 52:240-247. [PMID: 34038681 DOI: 10.3928/00220124-20210414-08] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND There is an ever-widening academic-practice gap. Less than one third of new graduates demonstrate entry-level competencies required for practice. Hospitals expend many resources to create nurse residency programs to remediate this gap. Online interactive case simulation is effective to increase competencies and decrease the length of orientation and rate of turnover. The aims of this pilot research study were to quantify the academic-practice gap and to strengthen areas of development for competent and safe clinical practice through use of an online patient simulation program. METHOD A pretest-posttest quasi-experimental study using an online patient simulation program was implemented in a convenience sample of nurse residents over 16 months. RESULTS Twenty-nine residents completed more than 3,400 patient simulations. Improvement in pretest and posttest metrics included 100% of nurse residents committing a sentinel error event decreased to 20.7%, 766 medication errors decreased to 160, and failed-to-rescue an average of 81% of the time decreased to 23%. CONCLUSION Interactive online patient simulation programs provide a powerful learning methodology in which learners improve patient safety and reduce failures to rescue. [J Contin Educ Nurs. 2021;52(5):240-247.].
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Hershberger PE. Using a Manuscript Template to Foster Dissemination of Doctoral Students' Literature Reviews. J Nurs Educ 2021; 60:111-115. [PMID: 33528584 DOI: 10.3928/01484834-20210120-11] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 07/15/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND The author was asked to teach a new PhD course, Developing Literature Reviews. The course objective is to have students prepare a structured (e.g., integrative, systematic) literature review manuscript that is suitable for publication submission. METHOD Course pedagogy and materials were created, including a novel literature review manuscript template. The template served as a guide for communicating essential section components of a rigorous and reproducible literature review manuscript and allowed for an iterative process and efficient faculty-student evaluation system to simulate the peer-review process. To measure student outcomes, standardized course evaluations were reviewed, and the number of students who were successful in disseminating manuscripts was recorded. RESULTS Students' standardized course evaluations were high. Eighteen students published integrative or systematic literature reviews as first author. Eleven students have presented peer-reviewed abstracts at scientific conferences. CONCLUSION The template successfully facilitates PhD student dissemination. The Doctor of Nursing Practice student pedagogy may also benefit from the template. [J Nurs Educ. 2021;60(2):111-115.].
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Jenkins P, Meek P, Amura C, Robertson G. Inconsistency in Faculty and Student Perceptions of DNP and PhD Leader Scholarly Activity. J Nurs Adm 2021; 51:49-54. [PMID: 33278202 DOI: 10.1097/nna.0000000000000966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
OBJECTIVE We aimed to quantify faculty and student perceptions of scholarly activities for doctor of nursing practice (DNP) and PhD leaders. BACKGROUND The American Association of Colleges of Nursing describes DNP as a practice-focused degree and PhD as a research-focused degree. In 2016, the Council on Graduate Education for Administration in Nursing (now Association for Leadership Science in Nursing) published in the Journal of Nursing Administration sample practice objectives for DNP and research objectives for PhD leaders. METHODS Using the published objectives, we surveyed faculty and students to quantify congruence with the publication and consistency within groups. The data informed intraprofessional education constructed using action research. RESULTS There was low congruence between faculty and student responses with the article. PhD faculty had the least, and PhD students, the greatest, consistency in survey responses. CONCLUSIONS Confusion exists within our faculty and students around differentiating PhD and DNP scholarly activities. Data supported need to clarify scholarly role boundaries through intraprofessional education.
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MESH Headings
- Academic Performance/psychology
- Academic Performance/standards
- Education, Nursing, Graduate/methods
- Education, Nursing, Graduate/standards
- Education, Nursing, Graduate/trends
- Faculty, Nursing/psychology
- Faculty, Nursing/statistics & numerical data
- Humans
- Leadership
- Perception
- Students, Nursing/psychology
- Students, Nursing/statistics & numerical data
- Surveys and Questionnaires
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Affiliation(s)
- Peggy Jenkins
- Author Affiliations: Assistant Professor Assistant Dean of Graduate Programs/Specialty Director iLEAD (Dr Jenkins), Professor and Senior Research Scientist/Director PhD Program (Dr Meek), Assistant Professor of Research (Dr Amura), and Manager of Instructional Design and Curricular Evaluation (Ms Robertson), College of Nursing, University of Colorado, Aurora
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Qureshi R, Zha P, Porter S. An Assessment of Lesbian, Gay, Bisexual, and Transgender Health Competencies Among Bachelors-Prepared Registered Nurses in Graduate-Level Study. Acad Med 2020; 95:S113-S120. [PMID: 32889922 DOI: 10.1097/acm.0000000000003681] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
PURPOSE To assess graduate nursing students' lesbian, gay, bisexual, and transgender (LGBT)-specific health competencies. METHOD Using a cross-sectional design, a 13-item multiple response survey, derived from The Joint Commission guidelines and LGBT health competencies proposed by the Association of American Medical Colleges, was administered online to 116 registered nurses enrolled in graduate study. Survey items assessed nurses' knowledge of LGBT health, professionalism, provision of patient care, communication skills, care environment, gaps in learning, and systems-based practice. Descriptive analyses were used to summarize frequencies and proportions of study variables. RESULTS Respondent nurses' knowledge about health, prevalent conditions, and social factors that influence LGBT health was somewhat limited. Respondents did not rate their knowledge about LGBT health high (µ = 3.11 [1.1], median = 3) and did not feel qualified to educate other colleagues about LGBT health issues (µ = 2.43 [1.26], median = 2). But 58% (n = 65) indicated that they felt comfortable performing prostate exams on transgender female patients (born with male genitalia); 62% (n = 70) felt comfortable doing pap smears for transgender male patients (born with female genitalia). Sixty nurses (52%) stated that they would advocate reforms within existing health care institutions to improve the care of LGBT patients. Cultural competency training was offered in some health care settings and environmental indications of inclusivity were inconsistent. CONCLUSIONS LGBT health competence among graduate nursing students was limited. There is a need to reevaluate LGBT health-related content in nursing curricula as well as robust assessment of competence in LGBT health.
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Affiliation(s)
- Rubab Qureshi
- R. Qureshi is associate professor, Rutgers University School of Nursing, Newark, New Jersey
| | - Peijia Zha
- P. Zha is assistant professor, Rutgers University School of Nursing Newark, New Jersey
| | - Sallie Porter
- S. Porter is associate professor, Rutgers University School of Nursing Newark, New Jersey
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Jackson J. Connecting Graduate Students Using a WhatsApp Group. J Nurs Educ 2020; 59:659. [PMID: 33119782 DOI: 10.3928/01484834-20201020-13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Morris NS, Wassef ME, Sullivan-Bolyai S, Bova C, Kane AT. Making explicit the development of PhD-prepared nurses to steward the discipline. Nurs Outlook 2020; 69:50-56. [PMID: 33070981 DOI: 10.1016/j.outlook.2020.08.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2020] [Revised: 07/31/2020] [Accepted: 08/15/2020] [Indexed: 02/06/2023]
Abstract
Leadership is a core curricular element of PhD programs in nursing. Our PhD faculty began a dialogue about being a leader, a steward of the discipline. We asked ourselves: (a) What expertise do PhD prepared nurse needs to begin to steward the discipline? (b) How do faculty engage PhD nursing students to assume responsibility for stewarding the discipline? Lastly, (c) How do we work with PhD nursing students to create their vision for how their work contributes to stewarding the discipline, from doctoral coursework throughout their career? We support the need for PhD graduates to have the skills to generate knowledge, conserve that which is important, and transform by disseminating new knowledge to a broad audience. Examples of nurses stewarding the discipline when pioneering research, critiquing traditional approaches to inquiry or trends in nursing practice, and developing policy, are highlighted along with examples of how PhD nursing students begin to steward the discipline.
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Affiliation(s)
- Nancy S Morris
- Graduate School of Nursing, University of Massachusetts Medical School, Worcester, MA.
| | - Maureen E Wassef
- Graduate School of Nursing, University of Massachusetts Medical School, Worcester, MA
| | - Susan Sullivan-Bolyai
- Graduate School of Nursing, University of Massachusetts Medical School, Worcester, MA
| | - Carol Bova
- Graduate School of Nursing, University of Massachusetts Medical School, Worcester, MA
| | - Anne T Kane
- Graduate School of Nursing, University of Massachusetts Medical School, Worcester, MA
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Gazarian PK, Cronin J, Jahng I, Tapalyan S. Use of Course-Specific Open Educational Resources in a Graduate Nursing Course. J Nurs Educ 2020; 59:577-580. [PMID: 33002164 DOI: 10.3928/01484834-20200921-07] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2019] [Accepted: 04/03/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND This article evaluates a single-institution educational innovation using course-specific open educational resources (OER). METHOD This educational innovation uses a course-specific library resource guide of OERs and evaluates students' perspectives on the quality, integration, and experience with the resources. At the completion of a nursing graduate course, the OER Satisfaction Scale was administered to the course participants. The course-specific OERs were assessed compared to students' experiences with traditional course materials. RESULTS The overall score on the OER Satisfaction Scale was 4.01 on a 5-point Likert Scale. Students appreciated that the resources were free and found that the information was manageable and easy to navigate. However, they were challenged with shutting out other distractions and taking useful notes. CONCLUSION Using OERs enhanced student engagement with the course content by requiring learners to assume a more active role as course participants. Further work is needed to understand the effectiveness of OERs, particularly in graduate nursing education. [J Nurs Educ. 2020;59(10):577-580.].
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de Tantillo L, Christopher R. Transforming graduate nursing education during an era of social distancing: Tools from the field. Nurse Educ Today 2020; 92:104472. [PMID: 32502724 PMCID: PMC7255988 DOI: 10.1016/j.nedt.2020.104472] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2020] [Accepted: 05/17/2020] [Indexed: 05/13/2023]
Affiliation(s)
- Lila de Tantillo
- Jacksonville University, Keigwin School of Nursing, Brooks Rehabilitation College of Healthcare Sciences, 2800 University Boulevard North, Jacksonville, FL 32211, United States of America.
| | - Roberta Christopher
- Jacksonville University, Keigwin School of Nursing, Brooks Rehabilitation College of Healthcare Sciences, Jacksonville, FL, United States of America
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Hauff C, Fruh SM, Sims BM, Williams SG, Herf C, Golden A, Graves RJ, Minchew LA, Hall HR. Nurse practitioner students' observations of preceptor engagement in obesity management and weight bias: A mixed-methods approach. J Am Assoc Nurse Pract 2020; 32:520-529. [PMID: 32590444 PMCID: PMC7451910 DOI: 10.1097/jxx.0000000000000440] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/08/2023]
Abstract
BACKGROUND Obesity is considered a growing epidemic in the United States. Nurse practitioners (NPs) have the opportunity to serve as leaders in addressing concerns related to disease management, particularly obesity. Currently, we lack an awareness of how NP students are learning obesity management from their preceptors. PURPOSE Thus, the current study sought to explore how NP students perceive preceptors' behaviors when managing patients with obesity. METHODOLOGICAL ORIENTATION This study used a mixed-methods design. Participants were asked to report how often they observed their preceptors engage in different strategies when interacting with patients with obesity (e.g., calculate body mass index, identify goals). Students were then asked to respond to the statement: "share observations you made of how patients with obesity were treated in this environment." Students completed 2 clinical rotations during this period and, thus, were asked to answer the questions twice to capture experiences at both clinical sites. SAMPLE Researchers surveyed 225 NP students completing clinical rotations in 3 settings (Family Practice, Pediatrics, and Obstetrics/Gynecology). CONCLUSIONS Quantitative results revealed significant differences in the frequency of observed obesity management behaviors by all preceptors. Qualitative results revealed that NP students most often observed preceptors displaying interpersonal warmth without weight bias when working with patients with obesity. Contrary to current literature, this sample of NP students observed their preceptors engaging in positive interactions with individuals with obesity. IMPLICATIONS FOR PRACTICE Educators must continue to teach students to engage in unbiased behavior toward patients. It is critical to continue to improve obesity management content offered in NP programs.
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Affiliation(s)
- Caitlyn Hauff
- Department of Health, Kinesiology, & Sport, College of Education and Professional Studies, University of South Alabama, Mobile, Alabama
| | - Sharon M. Fruh
- College of Nursing, University of South Alabama, Mobile, Alabama
| | - Brook M. Sims
- Combined-Integrated Clinical and Counseling Psychology Program, University of South Alabama, Mobile, Alabama
| | - Susan G. Williams
- College of Nursing at Baldwin County Campus, University of South Alabama, Fairhope, Alabama
| | - Cindy Herf
- College of Nursing at Baldwin County Campus, University of South Alabama, Fairhope, Alabama
| | | | | | - Leigh A. Minchew
- College of Nursing, University of South Alabama, Mobile, Alabama
| | - Heather R. Hall
- College of Nursing, University of South Alabama, Mobile, Alabama
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Jones-Hooker C, Davis S, Griffith S, Mizelle E, Hubbard L, Dickerson K, Scott ES. Strategies for progression in a PhD nursing program within a transition model. Nurs Forum 2020; 55:473-479. [PMID: 32314377 DOI: 10.1111/nuf.12451] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2019] [Revised: 03/18/2020] [Accepted: 03/24/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND There is a need for interventions to improve the PhD pipeline for nursing program enrollment. PhD nursing students who have navigated the program successfully are in a strategic position to help by sharing their stories. Several strategies for successful completion of a PhD program and some common expected barriers have been documented in the literature. METHOD The authors used personal reflections from their first and second years of study in a PhD nursing program to identify strategies to progress through a program. The personal reflections were analyzed by their student cohort and a faculty advisor using the Bridges' Transition Model as a theoretical framework. The cohort members included five females and one male, ages 29-48, attending a PhD nursing program in the Southeastern, US. RESULTS The following strategies were identified from the personal reflections: seeking and offering support within your cohort; establishing a relationship with mentors; identifying and using a reference manager; mastering time management; soaking up statistics; and focusing on your focus. The strategies listed above occurred within the ending and/or neutral zone phases of the Bridges' Transition Model. CONCLUSION It is important to note the early phases of transition and need for success strategies in these specific phases of transition. PhD nursing students are in a strategic position to positively influence the PhD pipeline by providing personal reflections that inform future PhD nursing students as well as PhD nursing programs.
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Affiliation(s)
- Christa Jones-Hooker
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Suja Davis
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Sara Griffith
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Elizabeth Mizelle
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Lori Hubbard
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Kent Dickerson
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
| | - Elaine S Scott
- Department of Nursing Science, East Carolina University, Greenville, North Carolina
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Boland MG, Loos JR. Spotlight on Nursing: The Doctor of Nursing Practice (DNP): Preparing Hawai'i's Nursing Care Providers. Hawaii J Health Soc Welf 2020; 79:204-205. [PMID: 32524100 PMCID: PMC7281346] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Affiliation(s)
- Mary G Boland
- School of Nursing and Dental Hygiene, University of Hawai'i at Mānoa, Honolulu, HI
| | - Joanne R Loos
- School of Nursing and Dental Hygiene, University of Hawai'i at Mānoa, Honolulu, HI
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Theeke LA, Carpenter RD. Integrating an Online Statistics Course With a Graduate Nursing Research Course for Enhanced Learning. J Nurs Educ 2020; 59:227-230. [PMID: 32243556 DOI: 10.3928/01484834-20200323-10] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2019] [Accepted: 11/25/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Exploration for innovative pedagogical techniques to teach statistics led to examination of the Open and Free Courses offered through the Carnegie Mellon University Online Learning Initiative (CMU OLI). This study examined the impact of the CMU OLI statistics course on graduate nursing students' course grades and course evaluations. METHOD This retrospective study of a hybrid course compared three teaching modalities for statistics: 1) face-to-face workshop, 2) CMU OLI course, and 3) CMU OLI course plus online discussions. RESULTS Mean grade point averages increased sequentially and significantly. Individual students' grades improved and student evaluations of instruction mean scores for critical thinking, teaching effectiveness, overall course rating, and overall learning increased significantly (p < .01). CONCLUSION Future studies are needed that build knowledge of how open and free online courses can be used in nursing education to facilitate retention of content, allay statistics anxiety, and increase student motivation toward research. [J Nurs Educ. 2020;59(4):227-230.].
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Root L, Denke N, Johnson I, McFadden M, Wermers R. Applying Complexity Science as a DNP Quantum Leader. Nurs Adm Q 2020; 44:142-148. [PMID: 32134873 DOI: 10.1097/naq.0000000000000412] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
As Doctor of Nursing Practice (DNP) students and graduates begin to apply new knowledge in real-life situations, they are transforming their organizations. The impact of DNP projects is noted by measurable outcomes in diverse settings. This article presents 4 unique clinical/organizational examples of DNP projects. The authors have identified an application of complexity science and leadership theory in their practice changes. In addition, they share their thoughts and feelings as emerging leaders.
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Affiliation(s)
- Lynda Root
- Arizona State University Edson College of Nursing and Health Innovation, Phoenix (Drs Root and Denke and Ms McFadden); Colorado Center for Nursing Excellence, Denver (Dr Johnson); and Arizona State University, Phoenix (Dr Wermers)
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Kesten KS, El-Banna MM, Blakely J. Educational characteristics and content of postgraduate nurse practitioner residency/fellowship programs. J Am Assoc Nurse Pract 2019; 33:126-132. [PMID: 31702605 DOI: 10.1097/jxx.0000000000000341] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2019] [Accepted: 08/30/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND Nurse practitioner (NP) residency/fellowship programs are an emerging industry across the country. PURPOSE This study aimed to conduct an in-depth exploration about postgraduate NP residency/fellowship programs in the United States and to gain an understanding of program characteristics, educational content, and implementation methods to assist NPs to transition to practice. METHODS This exploratory study used a quantitative design to conduct an online survey of program directors of NP residency/fellowship programs to collect data about program characteristics to assist graduates to transition to practice. Descriptive statistics were calculated for continuous variables, whereas frequency and percentage were calculated for categorical variables. RESULTS Nurse practitioner residency/fellowship programs lack consistency in standards for educational content and delivery methods. Only 26% of the programs were accredited, and the programs were not consistently based on nationally recognized competencies. Ninety percent of the programs relied on didactic and clinical supervision delivery methods. More than 90% of the residents/fellows cared for adults older than 65 years of age and managed chronic diseases. Family Nurse Practitioner was the most commonly cited population track offered (73%). Nurse practitioner residency/fellowship programs are sparsely offered in the most rural states with underserved populations. IMPLICATIONS FOR PRACTICE This study provides data and insight into the emerging industry of postgraduate NP residency/training programs for educators and employers. In addition, it informs regulators and decision makers about the quality and consistency of programs and the impact of programs on the care delivered by new graduate NPs.
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Affiliation(s)
- Karen S Kesten
- The George Washington University School of Nursing, Washington, District of Columbia
| | - Majeda M El-Banna
- The George Washington University School of Nursing, Ashburn, Virginia
| | - Jessica Blakely
- The George Washington University School of Nursing, Ashburn, Virginia
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Zonsius MC, Miller JM, Lamb KV. An innovative course to prepare advanced practice registered nurses to spearhead quality and safety initiatives for older adults. J Am Assoc Nurse Pract 2019; 33:57-65. [PMID: 31702601 DOI: 10.1097/jxx.0000000000000314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Accepted: 07/19/2019] [Indexed: 11/25/2022]
Abstract
ABSTRACT Current trends dictate that advanced practice registered nurses (APRNs) must be competent to address quality/safety issues specific to older adults. A gap analysis and review of key competencies in an adult-gerontology APRN-Doctorate of Nursing Practice (DNP) curriculum prompted the design and evaluation of an innovative online course, Quality and Safety for the Aging Adult. Course objectives align with key competencies, including graduate-level Quality and Safety Education for Nurses (QSEN) and the DNP Essentials. The course purpose was to prepare adult-gerontology APRN-DNP students as leaders to promote quality/safety outcomes for aging adults. The six-step Knowledge-to-Action Framework guided course development and evaluation. Select graduate-level QSEN competencies were used to construct a 20-item Quality and Safety Survey (4-point Likert scale) (Cronbach's alpha, 0.916). This survey was used during week 1 (pre) and week 15 (post) of the semester to evaluate students' preparation and confidence to perform key QSEN competencies. Significant improvements (p < .000) between pre/post scores on the Quality and Safety Survey were found across five classes. Students felt more prepared and confident to apply selected QSEN competencies on course completion. Moreover, nearly 60% (primary care) and nearly 35% (acute care) adult-gerontology APRN students selected the older adult population for their DNP projects. The Quality and Safety for the Aging Adult course positively influenced five classes of adult-gerontology APRN-DNP students. Integrating QSEN competencies with gerontology and quality/safety content is an effective strategy to prepare APRNs to lead quality/safety initiatives in aging adults. This innovative online course offers a successful model for innovative DNP education of adult-gerontology APRNs.
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Affiliation(s)
- Mary C Zonsius
- Department of Adult Health and Gerontological Nursing, College of Nursing, Rush University, Chicago, Illinois
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Abstract
As nurse educators consider new pedagogy for teaching nursing, the students' views and perceptions must be considered. Many studies and commentaries have been written to date on the flipped classroom in nursing education, but few have used research methods to tease out student views of this teaching approach. The purpose of this study was to investigate student perceptions of the flipped classroom using a phenomenological approach. Students who had experienced traditional lecture instruction and the flipped classroom in the same semester were asked about their perceptions and comparisons of the two instructional methods. Qualitative analysis of fifteen individual interviews and two focus groups revealed seven themes, each encompassing a rich data set to inform nurse educators about student perceptions of the flipped classroom. This research informs educators on the effects of launching innovative teaching and learning strategies while considering the audience within the classroom.
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Affiliation(s)
- Karen Lee Hessler
- Nursing, Colorado Christian University, 8787 West Alameda Avenue, Lakewood, CO80226-2824, USA
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Fruh SM, Golden A, Graves RJ, Hall HR, Minchew LA, Williams S. Advanced Practice Nursing student knowledge in obesity management: A mixed methods research study. Nurse Educ Today 2019; 77:59-64. [PMID: 30954857 PMCID: PMC6564685 DOI: 10.1016/j.nedt.2019.03.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Revised: 02/06/2019] [Accepted: 03/27/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Obesity, the most prevalent chronic disease affecting multiple systems, is associated with increased mortality and a decreased life expectancy. OBJECTIVES The purpose of this study was to identify Advanced Practice Nursing (APN) students' confidence of obesity management as well as satisfaction of APN curriculum on and curricular recommendations regarding obesity management. DESIGN Modified convergent mixed-methods design. SETTING A university-based college of nursing in the Deep South. PARTICIPANTS Graduate APN Students. METHODS An exploratory mixed methods online survey was administered to APN students. The survey included demographics; confidence in obesity management; knowledge of pharmacological treatment; self-reported height and weight; experiences and challenges related to obesity management; and suggestions of curricular content changes for the treatment of obesity that would increase student expertise and confidence. RESULTS Ninety-nine surveys were completed by 94 female and five male APN students aged 26 to 61 years. The majority (70.7%) were white with BMIs ranging from 19.57 to 51.37 (x̅=27.81). Areas where students were least comfortable were prescribing anti-obesity medications and accurately billing for obesity management. Fourteen percent of APN students reported feeling that their graduate nursing education program did not prepare them well in obesity management, 25.3% reported feeling slightly well prepared, 32% reported feeling moderately well prepared, and 27.8% reported feeling very well or extremely well prepared. Qualitative responses accentuated insecurity in areas such as initiating a discussion on obesity management with patients who have obesity. CONCLUSIONS Overall, APN students requested that their curriculum incorporate more instruction on how to begin the discussion of weight loss and provide clear evidence-based guidelines that include diet, exercise, and medication options. An efficient way to affect the management and treatment of obesity is to ensure that the next generation of providers is thoroughly prepared to implement the best evidence-based obesity management for patients.
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Affiliation(s)
- Sharon M Fruh
- University of South Alabama, College of Nursing, 5721 USA Drive North Room 4080, Mobile, AL 36688, United States of America.
| | - Angela Golden
- 940 Pinewood Boulevard, Munds Park, AZ 86017, United States of America
| | - Rebecca J Graves
- University of South Alabama, College of Nursing, 5721 USA Drive North, Mobile, AL 36688, United States of America.
| | - Heather R Hall
- University of South Alabama, College of Nursing, 5721 USA Drive North, Mobile, AL 36688, United States of America.
| | - Leigh A Minchew
- University of South Alabama, College of Nursing, 5721 USA Drive North, Mobile, AL 36688, United States of America.
| | - Susan Williams
- University of South Alabama, College of Nursing, 5721 USA Drive North, Mobile, AL 36688, United States of America.
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Rambur B, Palumbo MV, Nurkanovic M. Prevalence of Telehealth in Nursing: Implications for Regulation and Education in the Era of Value-Based Care. Policy Polit Nurs Pract 2019; 20:64-73. [PMID: 30922207 DOI: 10.1177/1527154419836752] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Value-based care theoretically catalyzes the business case for telehealth. Hence, the purpose of this study was to define the proportion of a statewide nursing workforce who self-reported telehealth or telephonic nursing as their primary work setting in a U.S. state undergoing rapid transitions to value-based care. We conducted a secondary analysis of a 2017 statewide nurse relicensure survey (n = 10,851), overall response rate 99%. The focus of the analysis was registered nurses who reported that they were currently working in Vermont or serving residents of the state (n = 8,457). Analysis was limited to descriptive statistics. We found that 18.4% of respondents (n = 1,556) reported their employment status as "telehealth/ working as a telephonic nurse." Responding to a different question, 17.2% (n = 1,458) defined "telehealth/telephonic" as their primary work setting. Thus, nearly one fifth of nurses practicing in the state were employed in telehealth, a role for which there is scant preparation in nursing education. The multistate practice of roughly one third of these nurses highlights the importance of the Enhanced Nurse Licensure Compact and raises questions about global telenurse practice. Taken as a whole, these findings have profound implications for health care policy development and implementation, ongoing workforce development and analyses, nursing regulation, education, and continuing education. New and renewed skills are needed to provide safe, effective, culturally relevant telehealth, and virtual care.
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Affiliation(s)
- Betty Rambur
- 1 College of Nursing, University of Rhode Island, Kingston, RI, USA
| | - Mary Val Palumbo
- 2 College of Nursing and Health Sciences, University of Vermont, Burlington, VT, USA
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Tang FWK, Chan AWK. Learning experience of nursing students in a clinical partnership model: An exploratory qualitative analysis. Nurse Educ Today 2019; 75:6-12. [PMID: 30665083 DOI: 10.1016/j.nedt.2019.01.003] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2018] [Revised: 10/16/2018] [Accepted: 01/07/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Clinical teaching models are crucial for nursing students' learning experiences as students learn and socialise in a complex clinical context. An innovative clinical partnership model, employing hospital-based clinical teachers to provide supervision and university teachers to liaise with students, has been developed to facilitate clinical teaching and enhance learning experiences. OBJECTIVES The study aims to explore nursing students' learning experiences under this clinical partnership model. DESIGN An exploratory qualitative study using focus group interviews. PARTICIPANTS Twenty-eight pre-registration nursing students at undergraduate and postgraduate level participated in this study. METHODS Students formed four groups with each consisting of six to eight students. Semi-structured interviews were conducted to explore students' experiences and perceptions of clinical learning in the clinical partnership model. The data analysis was guided by an inductive approach using content analysis. RESULTS The narrative data relates to the clinical learning environment and experience. Nursing students found the clinical partnership model provided a conducive learning context facilitating their adaption to the new environment and integration with the healthcare team. Though students spent time developing mutual understanding with their clinical teachers, they were satisfied with the ample opportunities to practise and learn from their teachers. They appreciated the fact that teachers enriched their learning through bridging the theory-practice gap and acting as role models. CONCLUSION The clinical partnership model enriches students' learning experiences. It provides a student-centred learning approach and supportive clinical environment which engages nursing students in learning.
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Affiliation(s)
- Fiona W K Tang
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Special Administrative Region.
| | - Aileen W K Chan
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Special Administrative Region
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Moote R, Claiborne M, Galloway A. Interprofessional education telephone simulation for campus-based pharmacy students and distance-learning family nurse practitioner students. Curr Pharm Teach Learn 2019; 11:264-269. [PMID: 30904148 DOI: 10.1016/j.cptl.2018.12.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/25/2018] [Revised: 10/04/2018] [Accepted: 12/05/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is an essential component of healthcare professions' curriculum but is often difficult to provide due to scheduling issues, cost, different learning formats, and lack of access to other health care professions. To meet the school of pharmacy's need to have IPE with prescribers and the school of nursing's need to provide IPE to distance-learning students, a telephone-based IPE activity was created. The goals of the simulation activity were to provide students a forum to practice communication skills, work to maintain a climate of mutual respect, and forge interdependent relationships with another profession. INTERPROFESSIONAL ACTIVITY Each student in a team completed a survey rating the other professional students and qualitative data was collected. Individual care plans were evaluated for appropriateness of therapy, monitoring, and follow-up recommendations. Achievement of the effective communication outcome was evaluated through student survey data, qualitative comments, and concordance of care plans among team members. Concordance was determined based on whether the team was in complete agreement. DISCUSSION Qualitative data revealed the goals of mutual respect and interdependent relationships between professions were achieved. The majority of students agreed that effective communication was achieved; however, discordance of the patient care plans between team members suggested ineffective communication. IMPLICATIONS The simulation activity met IPE accreditation needs of both pharmacy and nursing profession in a creative method to address barriers of location, cost, scheduling, and lack of access to other healthcare professions.
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Affiliation(s)
- Rebecca Moote
- The University of Texas at Austin College of Pharmacy, UT Health San Antonio, Pharmacotherapy Education & Research Center, 7703 Floyd Curl Drive - MC 6220, San Antonio, TX 78229-3900, United States.
| | - Michele Claiborne
- Regis University, School of Pharmacy, 3333 Regis Blvd, H-28, Denver, CO 80221, United States.
| | - Ann Galloway
- Montana State University, College of Nursing, 111 Anna Pearl Sherrick Hall, Bozeman, MT 59717-3560, United States.
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Wilbeck J. Educational preparation for the emergency nurse practitioner. J Am Assoc Nurse Pract 2019; 31:145-146. [PMID: 30747809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Affiliation(s)
- Jennifer Wilbeck
- ENP Specialty, Vanderbilt University School of Nursing, Nashville, TN
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de Cordova PB, Steck MBW, Vermeesch A, Pierre N, Rankin A, Ohlendorf JM, Lawrence S, Derouin A. Health policy engagement among graduate nursing students in the United States. Nurs Forum 2019; 54:38-44. [PMID: 30196564 DOI: 10.1111/nuf.12295] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
Abstract
AIM The aim was to understand how health policy education is currently being delivered in the United States' graduate nursing programs. METHODS This exploratory cross-sectional design used an anonymous online survey to target graduate nursing students attending American Association of College of Nursing (AACN) member institutions. RESULTS Over 75% of the sample (n = 140) reported taking a dedicated health policy course and 71.5% ( n = 131) of the sample responded that a health policy course was required and an equal distribution among master's and doctoral students. There was no significant difference between type of graduate degree sought and the requirement to take a health policy course ( P = 0.37). For students involved in health policy, there was a greater proportion of master's students involved at the state level, than doctorate of nursing practice (DNP) or PhD students ( P = 0.04). CONCLUSIONS Health policy and advocacy education are important aspects of graduate nursing curriculum and have been integrated into curricula. Graduate nursing students at all levels reported that health policy AACN Essential competencies are being included in their program, either as stand-alone health policy courses or integrated health policy learning activities during matriculation.
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Affiliation(s)
- Pamela B de Cordova
- Division of Nursing Science, Rutgers, The State University of New Jersey, School of Nursing, Newark, New Jersey
| | - Mary Beth Wilson Steck
- School of Nursing, Clemson University, College of Behavioral, Social and Health Sciences, Clemson University, South Carolina
| | | | - Natacha Pierre
- University of Illinois-Chicago, College of Nursing, Chicago, Illinois
| | - Audra Rankin
- Johns Hopkins School of Nursing, Baltimore, Maryland
| | | | - Sherry Lawrence
- Adult Health Department, University of South Alabama, College of Nursing, Mobile, Alabama
| | - Anne Derouin
- Maternal Child Division, Duke University School of Nursing, Durham, North Carolina
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White KA, Heitzler ET, Anderson KM, Yearwood EL, McLaughlin MK, Fall-Dickson JM. Essential knowledge, skills, & attitudes of mentors and mentees for successful DNP scholarly projects. Nurse Educ Today 2018; 71:107-110. [PMID: 30268072 DOI: 10.1016/j.nedt.2018.09.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2018] [Revised: 08/27/2018] [Accepted: 09/14/2018] [Indexed: 06/08/2023]
Affiliation(s)
- Krista A White
- Department of Advanced Nursing Practice, School of Nursing & Health Studies, 3700 Reservoir Road, NW, Washington, DC 20057, United States of America.
| | - Ella T Heitzler
- Department of Advanced Nursing Practice, School of Nursing & Health Studies, 3700 Reservoir Road, NW, Washington, DC 20057, United States of America.
| | - Kelley M Anderson
- Department of Professional Nursing Practice, School of Nursing & Health Studies, 3700 Reservoir Road, NW, Washington, DC 20057, United States of America.
| | - Edilma L Yearwood
- Department of Professional Nursing Practice, School of Nursing & Health Studies, 3700 Reservoir Road, NW, Washington, DC 20057, United States of America.
| | - Maureen Kirkpatrick McLaughlin
- Department of Advanced Nursing Practice, School of Nursing & Health Studies, 3700 Reservoir Road, NW, Washington, DC 20057, United States of America.
| | - Jane M Fall-Dickson
- Department of Professional Nursing Practice, School of Nursing & Health Studies, 3700 Reservoir Road, NW, Washington, DC 20057, United States of America.
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Fennimore L, Wholihan D, Breakwell S, Malloy P, Virani R, Ferrell B. A Framework for Integrating Oncology Palliative Care in Doctor of Nursing Practice (DNP) Education. J Prof Nurs 2018; 34:444-448. [PMID: 30527691 PMCID: PMC6291839 DOI: 10.1016/j.profnurs.2018.09.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2018] [Revised: 08/29/2018] [Accepted: 09/05/2018] [Indexed: 11/16/2022]
Abstract
Doctor of Nursing Practice (DNP) faculty play a critical role in preparing students to meet the complex needs of the nation as the number of cancer rates and survivors rise (National Cancer Institute, 2018) and as an unprecedented number of older Americans enter into the healthcare system with complicated comorbidities (Whitehead, 2016). Palliative care has dramatically expanded over the past decade and has been increasingly accepted as a standard of care for people with cancer and other serious, chronic, or life-limiting illnesses. Advanced practice registered nurses (APRNs) are recognized as important providers of palliative care (Walling et al., 2017). A 2-day course was held with support from the National Cancer Institute to enhance integration of palliative oncology care into DNP curriculum. The course participants (N = 183), consisting of DNP faculty or deans, practicing DNP clinicians, and students, received detailed annotated slides, case studies, and suggested activities to increase student engagement with the learning process. Course content was developed and delivered by palliative care experts and DNP faculty skilled in curriculum design. Participants were required to develop goals on how to enhance their school's DNP curriculum with the course content. They provided updates regarding their progress at integrating the content into their school's curriculum at 6, 12, and 18 months post course. Results demonstrated an increase in incorporating oncology palliative care in DNP scholarly projects and clinical opportunities. Challenges to inclusion of this content in DNP curricula included lack of: perceived time in curriculum; faculty educated in palliative care; and available clinical sites.
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Affiliation(s)
- Laura Fennimore
- University of Pittsburgh, 3500 Victoria Hall, Pittsburgh, PA 15261, United States of America.
| | - Dorothy Wholihan
- Palliative Care Nurse Practitioner Specialty Program, New York University Rory Meyers College of Nursing, 433 First Avenue, New York, NY, United States of America.
| | - Susan Breakwell
- DNP Program, Marquette University College of Nursing, 510 N. 16th St., E. Clark Hall, Milwaukee, WI 53233, United States of America.
| | - Pamela Malloy
- ELNEC Project, American Association of Colleges of Nursing, 655 K. Street, NW, Washington, DC 20001, United States of America.
| | - Rose Virani
- Nursing Research and Education Division, City of Hope, 1500 E Duarte Road, Duarte, CA 91010, United States of America.
| | - Betty Ferrell
- City of Hope, 1500 E Duarte Road, Duarte, CA 91010, United States of America.
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Tehranineshat B, Rakhshan M. The relationship between knowledge management and creativity in bachelor degree compared to master degree nursing students. Invest Educ Enferm 2018; 36:e05-e05. [PMID: 31083851 DOI: 10.17533/udea.iee.v36n3e05] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Accepted: 09/19/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVES To investigate the relationship between knowledge management and creativity in undergraduate compared with master degree nursing students. METHODS This cross-sectional study was conducted with nursing students of the faculty of nursing and midwifery in an urban area in the southeast of Iran from August 2017 to January 2018. In this study, 180 students were selected using a simple random sampling method (Bachelor degree=120 and Master degree=60). Data was collected using the Nonaka and Takeuchi̛s knowledge management and Randsip's Creativity questionnaires. RESULTS There was a direct and significant relationship between knowledge management and creativity in the students (r=0.47 in Bachelor degree and r=0.36 in Master degree). The mean scores of knowledge management dimensions and creativity were higher in the master degree students. CONCLUSIONS There was a relationship between knowledge management and creativity in the bachelor and master degree students. It is necessary to corroborate the Efforts for the implementation of strategies for the knowledge management in all its dimensions. Therefore, the education environment can help with the development of students' knowledge and skills.
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Affiliation(s)
| | - Mahnaz Rakhshan
- School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran,
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Baxter R, Edvardsson D. Impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence: A quasi-experimental study. Nurse Educ Today 2018; 65:156-161. [PMID: 29579568 DOI: 10.1016/j.nedt.2018.03.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2017] [Revised: 01/08/2018] [Accepted: 03/05/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Postgraduate education is said to support the development of nurses' professional competence and confidence, essential to the delivery of safe and effective care. However, there is a shortness of empirical evidence to demonstrate an increase to nurses' self-reported confidence and competence on completion of critical care postgraduate certificate-level education. OBJECTIVES To explore the impact of a critical care postgraduate certificate course on nurses' self-reported competence and confidence. To explore the psychometric properties and performance of the Critical Care Competence and Confidence Questionnaire. DESIGN A quasi-experimental pre/post-test design. PARTICIPANTS A total population sample of nurses completing a critical care postgraduate certificate course at an Australian University. METHODS The Critical Care Competence and Confidence Questionnaire was developed for this study to measure nurses' self-reported competence and confidence at baseline and follow up. Descriptive and inferential statistics were used to explore sample characteristics and changes between baseline and follow-up. Reliability of the questionnaire was explored using Cronbach's Alpha and item-total correlations. RESULTS There was a statistically significant increase in competence and confidence between baseline and follow-up across all questionnaire domains. Satisfactory reliability estimates were found for the questionnaire. CONCLUSIONS Completion of a critical care postgraduate certificate course significantly increased nurses' perceived competence and confidence. The Critical Care Competence and Confidence Questionnaire was found to be psychometrically sound for measuring nurses' self-reported competence and confidence.
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Affiliation(s)
| | - David Edvardsson
- Department of Nursing, Umeå University, Umeå, Sweden; School of Nursing and Midwifery, La Trobe University, Melbourne, Australia
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Borman-Shoap E, King E, Hager K, Adam P, Chaisson N, Dierich M, Mustapha M, Thompson Buum H. Essentials of Ambulatory Care: An Interprofessional Workshop to Promote Core Skills and Values in Team-based Outpatient Care. MedEdPORTAL 2018; 14:10714. [PMID: 30800914 PMCID: PMC6342519 DOI: 10.15766/mep_2374-8265.10714] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2017] [Accepted: 04/12/2018] [Indexed: 05/26/2023]
Abstract
Introduction Team-based, interprofessional approaches to outpatient care are critical to high-quality patient care. However, few specific educational interventions promoting these skills in graduate level health care trainees have been described to date. Methods University of Minnesota faculty from the Schools of Medicine, Pharmacy, and Nursing created an interprofessional workshop experience exploring core concepts in outpatient care for graduate level trainees in pediatrics, family medicine, medicine-pediatrics, internal medicine, graduate-level nursing, and pharmacy. We focused on four key content areas: teamwork, systems thinking, the patient-centered health care home, and patient-centered communication. The workshop included brief didactics, role-plays, team-based experiences, and interactive skill practice. Participants completed an end-of-day survey reflecting on knowledge and attitude. Results From 2014-2017, nine workshops reached 305 trainees. Survey results from the 2015-2016 academic year are representative of our overall results and revealed that learners found the content high yield, and that they valued the opportunity to learn with their interprofessional colleagues. Improvements in perceived knowledge were noted in all domains. Trainees also reported increased skills, with 81% reporting both increased confidence in working within the interprofessional team, and change in attitude, and 90% reporting increased interest in working with their interprofessional colleagues after the workshop. Discussion Creating an opportunity for postgraduate level trainees from a variety of disciplines and professions to convene and focus on interprofessional team-based skills can fill a gap in interprofessional learning as they enter practice. Trainees were able to draw on their everyday experiences and find common ground with their interprofessional colleagues.
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Affiliation(s)
- Emily Borman-Shoap
- Assistant Professor, Department of Pediatrics, University of Minnesota Medical School
| | - Erica King
- Program Coordinator, Department of Internal Medicine, University of Minnesota Medical School
- Program Coordinator, Department of Pediatrics, University of Minnesota Medical School
| | - Keri Hager
- Associate Professor, University of Minnesota College of Pharmacy, University of Minnesota
| | - Patricia Adam
- Associate Professor, Department of Family Medicine, University of Minnesota Medical School
| | - Nicole Chaisson
- Assistant Professor, Department of Family Medicine, University of Minnesota Medical School
| | - Mary Dierich
- Clinical Associate Professor, School of Nursing, University of Minnesota
| | - Mumtaz Mustapha
- Assistant Professor, Department of Pediatrics, University of Minnesota Medical School
- Assistant Professor, Department of Internal Medicine, University of Minnesota Medical School
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Harris M, Buron B, Stephens C. Embracing the challenges in graduate geropsychiatric nursing education: Findings from a national survey. J Prof Nurs 2018; 34:221-225. [PMID: 29929804 PMCID: PMC6660197 DOI: 10.1016/j.profnurs.2017.09.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2017] [Revised: 08/24/2017] [Accepted: 09/05/2017] [Indexed: 10/18/2022]
Affiliation(s)
- Melodee Harris
- University of Arkansas for Medical Sciences, College of Nursing, 4301 West Markham Street Slot #529, Little Rock, AR 72205, United States.
| | - Bill Buron
- Benedictine College, 1020 North Second Street, Atchison, KS. 66002, United States.
| | - Caroline Stephens
- UCSF John A. Hartford Center of Gerontological Nursing Excellence, University of California, San Francisco School of Nursing, 2 Koret Way, N531E, San Francisco, CA 94143-0608, United States.
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Abstract
Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.
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Affiliation(s)
- Paul Mahon
- Senior Education Coordinator, Beaumont Hospital, Dublin
| | - Colette Lyng
- Education Coordinator, Beaumont Hospital, Dublin
| | - Yvonne Crotty
- Associate Professor, School of Education Studies, Institute of Education, Dublin City University, and Director of the International Centre for Innovation and Workplace Learning, Dublin City University
| | - Margaret Farren
- Associate Professor and Chair of Masters in Education and Training Management, eLearning and Leadership Programmes, Institute of Education, Dublin City University
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36
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Affiliation(s)
| | - Donna Glynn
- Regis College, School of Nursing, Weston, MA
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37
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Stringfellow A, Evans N, Evans AM. Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students. Br J Nurs 2018; 27:117-121. [PMID: 29412036 DOI: 10.12968/bjon.2018.27.3.117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.
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Affiliation(s)
| | - Nicola Evans
- Senior Lecturer, Mental Health Nursing, Cardiff University, Cardiff
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38
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Hanssen TA, Olsen PR. Utilisation of academic nursing competence in Europe - A survey among members of the European Academy of Nursing Science. Nurse Educ Today 2018; 61:187-193. [PMID: 29222973 DOI: 10.1016/j.nedt.2017.11.020] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 06/30/2017] [Accepted: 11/15/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND In line with national and international strategies in Europe, the number of nurses with a doctoral degree has increased. The European Academy of Nursing Science (EANS) has for 18years delivered a three-year doctoral summer school for nurses. Questions have been raised in terms of how academic nurses' competencies are used and in what positions. AIM To understand the progression of nurses' academic careers following completion of the EANS Summer School and to picture how research and academic skills of the nurses are being used for research and/or other fields in nursing. METHODS We commenced a cross-sectional survey. Former EANS Summer School participants were invited to take part in the online survey with questions developed specifically for this study. The study conformed to the principle of good clinical research practice and was reviewed and approved by the EANS Board. RESULTS Of 380 former participants, 308 were eligible for participating in the survey. A total of 140 (45%) responded. The respondents originated from 21 countries. Sixty-nine percent had their main position in universities or university colleges and 25% in healthcare organisations. More than 80% were involved in research, teaching and supervision, and 26% were involved in direct client/patients care while 71% reported doing postdoctoral research where descriptive research designs dominated. The research topics covered a large variety of aspects in clinical nursing, education, development and theory. CONCLUSION The EANS Summer School is an example of an effort to improve nurses' academic competencies. The survey indicates that the competencies of academically trained nurses in Europe primarily are used in universities and educational institutions. However, a large proportion is working close to and in collaboration with clinical practice. Evidence of the legacy of having undergone the EANS Summer School includes using advanced research methods and collaboration with the international EANS network.
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Affiliation(s)
- Tove Aminda Hanssen
- Department of Heart Disease, University Hospital of North Norway, Sykehusvegen 38, Tromsø 9013, Norway; Cardiovascular Research Group, Institute of Clinical Medicine, University of Tromsø-The Arctic University of Norway, Hansine Hansens veg 18, Tromsø 9019, Norway.
| | - Pia Riis Olsen
- Department of Oncology, Aarhus University Hospital, Noerrebrogade 44, Building 5, 8000 Aarhus C, Denmark.
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Abstract
Academic and clinical site partnerships are not new. However, many of these have not resulted in graduates of nursing education programs who are prepared to fulfill their full potential as newly employed professionals. This article describes an education program for Doctorate of Nursing Practice (DNP) students in which the students, under the close supervision of academic faculty, utilize their statistical analyses and complex system coursework to study and address "wicked" problems faced by health care organizations. This partnership between academia and practice is benefitting practice partners, students, and patients.
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Gordillo Martin R, Alcaráz PE, Rodriguez LJ, Fernandez-Pacheco AN, Marín-Cascales E, Freitas TT, Rios MP. Effect of training in advanced trauma life support on the kinematics of the spine: A simulation study. Medicine (Baltimore) 2017; 96:e7587. [PMID: 29310322 PMCID: PMC5728723 DOI: 10.1097/md.0000000000007587] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
More than 7.5 million people in the world are affected by spinal cord injury (SCI). In this study, we aimed to analyze the effect of training in advanced trauma life support (ATLS) on the kinematics of the spine when performing different mobilization and immobilization techniques on patients with suspected SCI. A quasi-experimental study, clinical simulation, was carried out to determine the effect of training in ATLS on 32 students enrolled in the Master's program of Emergency and Special Care Nursing. The evaluation was performed through 2 maneuvers: placing of the scoop stretcher (SS) and spinal board (SB), with an actor who simulated a clinical situation of suspected spinal injury. The misalignment of the spine was measured with the use of a Vicon 3D motion capture system, before (pre-test) and after (post-test) the training. In the overall misalignment of both maneuvers, statistically significant differences were found between the pre-test misalignment of 62.1° ± 25.9°, and the post-test misalignment of 32.3° ± 10.0°, with a difference between means of 29.7° [(95% confidence interval, 95% CI 22.8-36.6°), (P = .001)]. The results obtained for the placing of the SS showed that there was a pre-test misalignment of 65.1° ± 28.7°, and a post-test misalignment of 33.2° ± 10.1°, with a difference of means of 33.9° [(95% CI, 23.1-44.6°), (P = .001)]. During the placing of the SB, a pre-test misalignment of 59.0° ± 28.7° and a post-test misalignment of 33.4° ± 10.0° were obtained, as well as a difference of means of 25.6° [(95% CI 16.6-34.6°), (P = .001)]. The main conclusion of this study is that training in ATLS decreases the misalignment provoked during the utilization of the SS and SB, regardless of the device used.
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Affiliation(s)
- Raquel Gordillo Martin
- Doctoral Program in Health Sciences and Professor of the Faculty of Nursing of the Catholic University of Murcia (UCAM) and Nurse in the Emergency Services 061 (112) of Murcia, Spain
| | - Pedro E. Alcaráz
- Director of Research Center for High Performance Sport, Catholic University of Murcia (UCAM)
| | - Laura Juguera Rodriguez
- Professor of the Faculty of Nursing at The Catholic University of Murcia (UCAM) and Nurse in the Emergency Services 061 (112) of Murcia, Spain
| | - Antonio Nieto Fernandez-Pacheco
- Professor of the Faculty of Nursing of the Catholic University of Murcia (UCAM) and Medical Doctor in the Emergency Services 061 (112) of Murcia, Spain
| | - Elena Marín-Cascales
- Researcher at Center for High Performance Sport, Catholic University of Murcia (UCAM)
| | - Tomás T. Freitas
- Researcher at Center for High Performance Sport, Catholic University of Murcia (UCAM)
| | - Manuel Pardo Rios
- Professor of the Faculty of Nursing of the Catholic University of Murcia (UCAM) and Nurse in the Emergency Services 061 (112) of Murcia, Spain
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41
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Chan ZCY. A qualitative study on communication between nursing students and the family members of patients. Nurse Educ Today 2017; 59:33-37. [PMID: 28934638 DOI: 10.1016/j.nedt.2017.08.017] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2017] [Revised: 07/31/2017] [Accepted: 08/31/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND When caring for a family as a unit, it is as crucial to communicate with the family members of a patient as it is with the patient. However, there is a lack of research on the views of nursing students on communicating with the family members of patients, and little has been mentioned in the nursing curriculum on this topic. AIM The aim of this study was to explore nursing students' experiences of communicating with the family members of patients. DESIGN A qualitative descriptive study. METHODS A total of 42 nursing students (21 undergraduate year-two students and 21 were master's year-one students) from one school of nursing in Hong Kong participated in in-depth individual interviews. Content analysis was adopted. The trustworthiness of this study was ensured by enhancing its credibility, confirmability, and dependability. RESULTS Two main themes were discerned. The first, "inspirations gained from nursing student-family communication", included the following sub-themes: (a) responding to enquiries clearly, (b) avoiding sensitive topics, (c) listening to the patient's family, and (d) sharing one's own experiences. The second, "emotions aroused from nursing student-family communication", had the following sub-themes: (a) happiness, (b) anger, (c) sadness, and (d) anxiety. CONCLUSIONS More studies on the perspectives of nursing students on communicating with family members should be conducted, to strengthen the contents and learning outcomes of nursing student-family communication in the existing nursing curriculum.
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Affiliation(s)
- Zenobia C Y Chan
- School of Nursing, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong.
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42
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Spadaro KC, Wolf D, Wu H, Hunker DF. Preparing for an international student cohort: Making a global impact on nursing. Nurse Educ Today 2017; 57:88-94. [PMID: 28756113 DOI: 10.1016/j.nedt.2017.06.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2016] [Revised: 05/25/2017] [Accepted: 06/30/2017] [Indexed: 06/07/2023]
Affiliation(s)
| | - Debra Wolf
- Chatham University, Woodland Road, Pittsburgh, PA 15232, United States.
| | - Huixin Wu
- Chatham University, Woodland Road, Pittsburgh, PA 15232, United States.
| | - Diane F Hunker
- Chatham University, Woodland Road, Pittsburgh, PA 15232, United States.
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Mokel MJ. Art and Advanced Practice Nursing: Evidence Supporting Its Relevance in Graduate Education. J Nurs Educ 2017; 56:501-504. [PMID: 28787074 DOI: 10.3928/01484834-20170712-10] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2017] [Accepted: 03/02/2017] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nurses spend more time with health care consumers than any other health care professional and are the largest, most trusted group of health care providers in the U.S. health care system. At the same time, an increasingly diverse and complex society requires that nurses possess a unique capacity to care for consumers using culturally congruent and ethical approaches to care. This challenges nurse educators to provide learning experiences that teach emotional and affective forms of learning that complement the clinical skills acquired through the student's educational experience. METHOD This article describes an educational innovation using art pedagogy in a course on ethical issues in advanced practice nursing. RESULTS Learners were able to use art to articulate their ideas about feminism, women's health, and race relations in a nonthreatening and creative venue. CONCLUSION The findings demonstrate the relevance of this educational innovation in achieving learning outcomes for an underreported group-the graduate-level nurse. [J Nurs Educ. 2017;56(8):501-504.].
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Hensel D, Moorman M. Doctorate of Nursing Practice Students' Impressions of Uses for Visual Thinking Strategies. J Contin Educ Nurs 2017; 48:365-368. [PMID: 28759694 DOI: 10.3928/00220124-20170712-08] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2016] [Accepted: 04/25/2017] [Indexed: 11/20/2022]
Abstract
Visual Thinking Strategies (VTS) is a structured art-viewing technique designed to teach critical thinking and aesthetic appreciation. Literature on how VTS might be used in nursing is just emerging. This qualitative descriptive study examined written responses to how 14 doctorate of nursing practice students thought they might use VTS in their practice after engaging in a classroom session. Three themes emerged for how nurses might use VTS: Facilitating Interpersonal Relationships, Changing Thinking in Practice, and As a Teaching Tool. This study contributes to the growing body of literature that suggests that art and VTS and can be used in nursing with practitioners of all levels to promote conversations that involve listening intently and considering other possibilities. J Contin Educ Nurs. 2017;48(8):365-368.
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Bristol ST, Lloyd SL, Bristol AA. Integrating Spiritual Bereavement Skills Into an Advanced Practice Curriculum. J Nurs Educ 2017; 56:439-442. [PMID: 28662262 DOI: 10.3928/01484834-20170619-10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2016] [Accepted: 02/01/2017] [Indexed: 11/20/2022]
Abstract
BACKGROUND When advanced practice nurses (APNs) encounter the need to address a bereaved individual's spirituality, gaps in educational preparation may prevent effective intervention. In addition, past and current research studies have not provided clear guidance for spiritually based bereavement care curricula within the graduate APN program. METHOD Graduate advanced practice faculty successfully introduced classroom-based spiritual bereavement care education modules for APN students. RESULTS Course evaluations indicated student appreciation for the new content and practicum experiences provided. Students felt the new content to be essential in their development as expert practitioners. CONCLUSION Through this innovation, the authors found that a variety of learning activities that addressed spiritual needs during the bereavement process was perceived as highly satisfactory by APNs. Within an ever increasingly diverse society, APNs have a significant role in performing responsibilities for bereaved individuals. [J Nurs Educ. 2017;56(7):439-442.].
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Fisher M, Robb M. Student Moderator Teaching-Learning Strategy. J Nurs Educ 2017; 56:383. [PMID: 28585991 DOI: 10.3928/01484834-20170518-13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Balko K, McNall L, Nettleton J. Advanced Learning Experience With Pharmacological Case Studies. J Nurs Educ 2017; 56:191-192. [PMID: 28263361 DOI: 10.3928/01484834-20170222-14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Roets L, Maritz J. Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa. Nurse Educ Today 2017; 49:51-56. [PMID: 27886627 DOI: 10.1016/j.nedt.2016.11.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2016] [Revised: 10/24/2016] [Accepted: 11/04/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND International research in nursing education has shown to be deficient regarding both the quality of research produced and the building of disciplinary capacity. The CHENMA (Collaboration for Higher Education of Nurses and Midwives in Africa) project aimed to strengthen nursing and midwifery expertise in Africa. Sixteen French-speaking students of the Democratic Republic of the Congo (DRC) enrolled for a master's degree in nursing midwifery at a South African university in 2008. Ten of the initial 16 students graduated with a master's degree in 2012. One student withdrew and five students completed a postgraduate diploma in midwifery. OBJECTIVES The objective of this paper is to explore the quality of the output of those master's degree students, namely their dissertation (with specific reference to the demonstration of HOTS). METHODS An exploratory, evaluative, single, descriptive case study was utilised. Realist, purposeful sampling was used. Six of the 10 completed final dissertations were evaluated as well as three reflective reports from the supervisor, translator and critical reader. RESULTS The findings indicated that most dissertations fell below the expected standard, with a paucity of higher-order thinking and application skills. Language, and possibly cultural dynamics, seemed to be the largest barrier to learning and communication. The dissertations lacked conceptual skills, scientific writing skills, logical order of thought and congruency. Analysis of the dissertations revealed a limited ability of novice scholars to explore the nature of information and to interpret and manipulate the data in a novel way.
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Affiliation(s)
- Lizeth Roets
- Department of Health Studies, University of South Africa, South Africa.
| | - Jeanette Maritz
- Department of Health Studies, University of South Africa, South Africa
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50
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Gonzales LK, Glaser D, Howland L, Clark MJ, Hutchins S, Macauley K, Close JF, Leveque NL, Failla KR, Brooks R, Ward J. Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study. Nurse Educ Today 2017; 48:55-61. [PMID: 27710825 DOI: 10.1016/j.nedt.2016.09.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Revised: 09/08/2016] [Accepted: 09/21/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND A number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . OBJECTIVES Study objective was to describe graduate entry nursing students' learning styles. DESIGN/SETTING/PARTICIPANTS/METHODS A descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. RESULTS Predominant learning styles were: sensing - 82.7%, visual - 78.7%, sequential - 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ2(896)=1110.25, p<0.001, CFI=0.779, TLI=0.766, WRMR=1.14, and RMSEA =0.034. CONCLUSIONS Predominant learning styles described students as being concrete thinkers oriented toward facts (sensing); preferring pictures, diagrams, flow charts, demonstrations (visual); being linear thinkers (sequencing); and enjoying working in groups and trying things out (active),. The predominant learning styles suggest educators teach concepts through simulation, discussion, and application of knowledge. Multiple studies, including this one, provided similar psychometric results. Similar reliability and validity results for the ILS have been noted in previous studies and therefore provide sufficient evidence to use the ILS with graduate entry nursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results.
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Affiliation(s)
| | - Dale Glaser
- Glaser Consulting, 3115 4(th) Avenue, San Diego, CA 92103.
| | - Lois Howland
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Mary Jo Clark
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Susie Hutchins
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Karen Macauley
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | | | | | | | - Raelene Brooks
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Jillian Ward
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
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