查看更多>>摘要：Agrowing body of literature documents the challenges nurses face mitigating workplace violence— the intentional injuries caused by another—whether perpetrated by other employees, patients, or families. For example, the Bureau of Labor Statistics (2016) reported 12.2% of work-related injuries among full-time RNs were due to violent events, which reflected a rate of 12.7 injuries per 10,000 cases. This injury incidence was 3 times greater than that reported for all other occupations, or 3.8 cases per 10,000 full-time workers (Dressner & Kissinger, 2018). Moreover, American Nurses Association (ANA, 2014) data indicated 20% of RNs and nursing students experienced an act of workplace violence. However, underreporting of workplace violence is common (ANA, 2019).
Adam KavanaghGarry PrenticeGrainne DonohueCaroline Doyle...
11页
查看更多>>摘要：ABSTRACT Background: Instruments that measure clinical learning environments have lacked rigorous methodological approaches in their development and validity. Method: Development research using a survey design approach was conducted for an instrument to evaluate the quality of nursing students' clinical practice placement. Results: The development and validity of the Student Nurse Subjective Evaluation of Completed Clinical Practice Placement (SNEP) resulted in a 40-item instrument to evaluate nursing students' experience of their completed clinical practice placement. Adequate level of model fit was indicated (χ2[719] = 1909.47, p < .001) for the confirmatory factor analysis (χ2/df = 2.66, comparative fit index = 0.92, Tucker-Lewis Index = 0.92, and root-mean-square error of approximation = 0.07). Standardized factor loadings were high, ranging from 0.68 to 0.95. Conclusion: The SNEP was designed and validated incorporating the perspective of various nurse stakeholders and can be used in both research and clinical learning environments.
查看更多>>摘要：ABSTRACT Background: Culturally diverse students face barriers to success in nursing school. One troublesome obstacle is the faculty-student relationship. This study explored Middle Eastern nursing students in Jordan and identified Eastern-Western cultural differences that may occur in the United States. Method: Existential descriptive phenomenology and feminist theoretical framework were used to design, collect data, and analyze results for 24 final-semester students. Six themes were identified: dissatisfaction, time, negativity, gender, culture, and utopia. Findings indicate Middle Eastern students and families have a different view of nursing than U.S. faculty members. Results: Strong influences of family, culture, and community directly relate this study's conclusions to Middle Eastern students studying in the U.S. These findings may prevent facultystudent misunderstandings, diminished student academic performance, and loss of culturally diverse U.S. nurses. Conclusion: The faculty-student relationship benefits from an understanding of the cultural challenges and experiences identified by Middle Eastern nursing students studying in the U.S.
Patricia B. GriffithBette MarianiMichelle M. Kelly
8页
查看更多>>摘要：ABSTRACT Background: Diagnostic reasoning is the process of collecting, considering, and analyzing information to determine a diagnosis. Educational strategies that structure diagnostic reasoning exposure, experience, and evaluation are hypothesized to improve diagnostic safety. However, few studies measure diagnostic reasoning outcomes in nurse practitioner education. This review sought to identify the educational interventions intended to improve diagnostic reasoning competency, determine which components of reasoning are evaluated, and examine how they are measured. Method: Four databases were searched, and 12 studies were identified that met the inclusion criteria. Results: Simulation was the most common intervention. The most frequently measured diagnostic reasoning components were information gathering, differential diagnosis, and leading diagnosis. Checklists and patient management problems were the most used assessment method. Conclusion: More studies are needed to assess the reasoning processes of hypothesis generation, problem representation, and diagnostic justification. Within simulation, methods capable of capturing these components include think-aloud, global assessments, checklists, and note evaluation.
查看更多>>摘要：ABSTRACT Background: There is a gap in studies examining formal mentorship programs designed for ongoing faculty support. Method: A mixed-methods explanatory research design was used to examine nurse educators' experiences of a navigation-based mentoring program in a baccalaureate nursing program in Western Canada. Descriptive statistics were used to examine the means of three subsets of the Capabilities of Nurse Educators (CONE) questionnaire. Interviews were conducted, and data were analyzed using qualitative descriptive methods. Results: The findings highlight the positive effects the faculty navigator program had on faculty's confidence and development as educators. The most significant finding was the in-time relational support that faculty navigators provided to prevent new faculty from feeling alone in their new role. Conclusion:The faculty navigator program is effective for its setting. This program could be expanded to facilitate stronger learner-centered approaches to teaching in various settings with faculty of varying expertise.
查看更多>>摘要：ABSTRACT Background: Clinical nursing practice is the hallmark of nursing education providing for the application of nursing knowledge to the care of patients in a contextual clinical environment. There is no universal method for educating students in the clinical arena.The literature has been limited to the evaluation of clinical education models and student perceptions of learning; however, there is a gap in the literature regarding the daily clinical activities of faculty and students. Method: This exploratory descriptive study examined the explicit undertakings of a clinical day among faculty and students in the southeastern United States. Results: Responses from 61 survey participants described detailed activities of a clinical day including preclinical preparation, prebriefing, student and faculty clinical activities, and postconference structure. Conclusion:This foundational knowledge provides insight for improving clinical education with the goal of educators connecting clinical activities to the development of student competencies.
Lisa MuirheadBarbara KaplanJennifer ChildsIndira Brevick...
4页
查看更多>>摘要：ABSTRACT Background: Effective interprofessional team-based care relies critically on understanding and valuing the role of each team member. Using role reversal with multiple levels of interprofessional education trainees, we developed an in-situ simulation learning experience to enhance team-based care coordination. Method: A mixed-methods approach was used to examine participants' readiness, perceived value, and attitude toward interprofessional learning using in-situ simulation in the context of role reversal. Results: Data collected to explore the attitudes related to collaboration in solving a complex clinical case revealed that trainees valued the interprofessional educational (IPE) experience, perceived simulation-based learning as conducive to understanding professional roles, and recognized the value of a team-based approach to Veteran-centered care. Conclusion: In-situ simulation using role reversal provides a rich and practical approach for IPE implementation where interdisciplinary role appreciation and team-based care can be promoted.
查看更多>>摘要：ABSTRACT Background: Advocacy is widely recognized as a nursing responsibility. Speaking up, a form of advocacy, is known to benefit patient safety and quality of care yet research shows that nurses are hesitant to speak up and face multiple barriers when deciding to do so. Method: A toolkit that included web-based learning modules and simulation experience with a standardized patient was developed to enhance advocacy skills in baccalaureate nursing students. Student perceptions of the efficacy of this approach were used to revise and improve toolkit materials. Results: There were 131 participants over four semesters. Students reported the toolkit helped them understand how to use advocacy skills (87%), allowed them to use critical thinking (97%), and practice advocacy (94%). Conclusion: Educational experiences like this promote development of students' advocacy skills in a safe environment and can be used to bridge the gap between expectation and practice.
查看更多>>摘要：As future advanced practice providers, nurse practitioner (NP) students must learn to collect and synthesize relevant information from health histories and physical examinations to establish diagnoses and management plans. Through this process, NP students use diagnostic, or clinical, reasoning to identify key history and examination findings that support or rule out a diagnosis (Gilliam, 2019). Learning to organize health information by illness scripts can facilitate development of diagnostic skills needed for the NP role. Each disease or disorder has an illness script that includes unique elements associated with the diagnosis. Elements of the illness script include pathophysiology, epidemiology, time course, subjective and objective clinical presentation of the diagnosis, and management plan (Nordick, 2021). Management interventions include diagnostic testing, patient education, prevention strategies, pharmacotherapy, referrals, and consultations (Nordick, 2021). Students compare and contrast the patient’s history and examination findings to illness scripts to support or rule out a diagnosis.
查看更多>>摘要：Nursing research can be a difficult course for prelicensure nursing students. One of the areas that students often have difficulty with is differentiating between quantitative and qualitative research studies. One method that can be used to assist with understanding this concept is to use a no-stakes quiz in the form of a game. Gamification relates to the application of gaming concepts and elements to nongame entities (Sailor & Homner, 2020). In the past several years, gamification has gained increased attention and use in higher education, and has been identified as an effective instructional strategy (Sailor & Homner, 2020). Gamification in higher education can range from gamifying a class lesson to gamifying an entire course. This article describes the gamification of a nursing research concept with undergraduate RNs enrolled in a baccalaureate program.
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