Increasing student involvement in research: a collaborative approach between faculty and students.

Baccalaureate nursing curriculum generally include a research or evidence-based practice course, but students may have little opportunity for specific application of the research process during their nursing education. Using Modeling and Role-modeling as a theoretical framework, a scholarly collaboration between faculty and student was developed to promote a unique and engaging undergraduate research endeavor. Faculty researchers developed an exploratory community-based research study to survey the local population about the immediate and lingering physical, financial, psychological, and emotional effects of Hurricane Harvey on the community. The project allowed students to gain invaluable knowledge about the research process, time management techniques, application of theory to the practice setting, community health assessment, collaboration among team members, and achieve student learning outcomes. Student participation in this research project provided necessary collaboration and leadership experiences that will benefit students during school and in their professional practice.

Do GPAs, Entrance Exams, or Course Grades Predict Outcomes in First Semester Nursing Students?

BACKGROUND: Previous studies employed varying methods, predictors, and endpoints to determine how to best predict student success. PURPOSE: This study examined current admission criteria in predicting nursing students' success during two first semester courses. METHODS: Grade point averages and Health Education Systems Incorporated entrance exam scores were extracted from student files while pre-nursing pathophysiology grades from electronic gradebooks were used as independent variables. A principal component analysis confirmed three components: Academic performance, logical/mathematical intelligence, and verbal/linguistic intelligence. Multiple regressions were performed using first semester nursing course grades as dependent variables. RESULTS: A multiple regression using Pharmacology course grades as the dependent variable (R2 = 0.268, p ≤0.001) was more predictive than a regression using Concepts course grades as the dependent variable (R2 = 0.177, p ≤0.001). Bivariate analyses revealed that each independent variable significantly predicted Concepts course grades and all except math and reading scores predicted Pharmacology course grades. CONCLUSIONS: Pathophysiology was a better predictor of both dependent variables. A high degree of shared variance necessitated bivariate analyses to elucidate the importance of each independent variable. Pharmacology course grades proved better predictors of success by the independent variables than Concepts course grades.

Deliberate practice and self-recorded demonstration of skill proficiency: One baccalaureate nursing school's response to the COVID-19 pandemic.

AIM: The purpose of this study was to determine whether using self-video recording of the skill competency assessment would promote deliberate practice of nursing skills, clinical skill proficiency, limit virtual high stakes testing anxiety and facilitate progression of first semester baccalaureate nursing students during the global COVID-19 pandemic. DESIGN: A cross-sectional study was conducted during the Spring 2020 semester using self-reported student data from an end of course survey. METHODS: A 16 item instructor-designed survey of student's perceptions of critical thinking, preparation, availability of materials, practice, video recording skill demonstrations, self-reported levels of anxiety related to the virtual testing environment and type of skill assessment exam was provided to all first semester baccalaureate nursing students enrolled in the basic nursing skills course. RESULTS: Approximately half of the cohort (N = 33) voluntarily responded to the instructor designed survey. The greatest relationship was observed between 'adequate information for each version' of the test and 'adequate time to prepare' (rho (32) = 0.729 p = 0.000). Although 54.6% (n = 18) of the respondents believed performing the demonstration in the home environment caused them to 'think harder' about the tasks, 78.8% (n = 26) reported feeling less anxiety than while performing previous demonstrations in the lab. A Wilcoxon test examined the results of the anxiety for demonstration on campus and anxiety for demonstration at home and a significant difference was found (p = 0.000, 95% CI) indicating anxiety levels were significantly less when demonstrating in the home environment. A moderate positive correlation was identified between opportunity to repeat with less stress at home (rho (32) = 0.61, p = 0.000), while moderate negative correlations were found between opportunity to repeat and anxiety levels related to recording (rho (32) = -0.60, p = 0.000), opportunity to repeat and anxiety related to demonstration at home (rho (32) = -0.53, p = 0.002) and concern about recording and opportunity to repeat (rho (32) = -0.49, p = 0.004). CONCLUSIONS: Student success using remote assessment strategies during the Spring 2020 semester was similar to the success rate using traditional skill assessment methods in Fall 2019. Although the need for prompt feedback was identified as an area of improvement to promote deliberate practice, student video recording of skill proficiency was a viable solution for comprehensive remote assessment during the COVID-19 pandemic and campus closure. Although further study is recommended, findings have international implications for virtual teaching and learning in nursing education.