It's the Experience: A Course Redesign to Shift Student Perspectives on Population-Centered Nursing.

ABSTRACT: An innovative experiential learning activity in an online undergraduate population health nursing course provided an authentic experience that connected course content with abstract concepts and patient situations. To address identified application needs, the design incorporated social determinants of health to enhance realism and applicability and build readiness for nursing practice through the experience.

Next generation nurse scientists: A systems approach to engaging undergraduate students in research.

BACKGROUND: Nursing Doctor of Philosophy program enrollment has declined. Undergraduate nursing student (UGS) research engagement is associated with future graduate education, an essential element for building the nursing faculty pipeline. PURPOSE: (a) To describe the infrastructure and culture-enhancing resources and strategies associated with building UGS research engagement and (b) to evaluate UGS research engagement. METHODS: Guided by a socioecological systems model university and college documents, databases, and college of nursing survey results were used to identify approaches to, and outcomes of, engaging UGS in research. Descriptive statistics were calculated to illustrate 5-year UGS research engagement trends. FINDINGS: Resources and strategies included grant funding, research assistant funding, student research showcases, and faculty mentorship. UGS research 5-year engagement trends included (a) a 75% increase in the number of students mentored, (b) a 30% rise in funded research proposals, and (c) a 54% increase in paid research assistantships. DISCUSSION: Purposefully using existing resources, growing the college of nursing infrastructure, and cultivating a culture recognizing faculty contributions were approaches associated with increased UGS research engagement.

The Cockcroft difference: an analysis of the impact of a nursing leadership development programme.

AIM: Identifying impact areas of nursing leadership development programmes is needed to determine if there are measureable effects on participants. BACKGROUND: These impact areas help to identify measures to substantiate the benefits of nursing leadership programmes for organization leaders making decisions about support and implementation of such opportunities for their emerging leaders. METHOD: Using mixed qualitative/quantitative methods, the impact of a nursing leadership development programme, the Amy V. Cockcroft Fellowship, is examined to determine if there are measureable influences. RESULTS: Themes of four areas of impact: improved conflict resolution/negotiation skills, communication skills, personal development and career action or change were identified through content analysis. CONCLUSIONS: These themes provide the basis for creating measureable indicators for nursing organizations to use in determining the value of nursing leadership development programmes such as the Amy V. Cockcroft Fellowship. IMPLICATIONS FOR NURSING MANAGEMENT: Based on the findings established in this research article, nurse managers can focus on developing themselves and their peer groups through nursing leadership development programmes to prepare for leading in the present and future healthcare environment.

Tipping Point: Integrating Social Determinants of Health Concepts in a College of Nursing.

BACKGROUND: State health rankings, national nursing education reform, and increasing awareness of social injustices propelled a college of nursing to transform its strategic plan, infrastructure, and curriculum. The prevalence of social determinants of health (SDOH) in South Carolina indicates a need for the state's health workforce to understand the impact of SDOH and recognize strategies to address and ameliorate SDOH. With the paradigmatic integration of diversity, equity, and inclusion in nursing education, there is a need for programmatic and curricular integration of SDOH to increase awareness, foster understanding, and transform perspectives among nursing faculty, staff, and students. METHOD: Institutional changes were made to improve inclusive excellence, and the evolutionary process is described. RESULTS: SDOH-rich resources and experiential learning have been integrated across a college of nursing. CONCLUSION: This journey is ongoing and essential for preparing nurses to advance patient advocacy, health equity, and social justice for diverse populations. [J Nurs Educ. 2021;60(12):703-706.].