Strategies for Developing Journal Peer Reviewers: A Scoping Review.

AIM: This scoping review examined development strategies for preparing reviewers to critically appraise the content of manuscripts submitted to peer-reviewed journals. BACKGROUND: The journal peer review process is the crux of building the science of nursing education to inform teaching and learning. METHOD: Using the Joanna Briggs Institute procedure for scoping reviews, five databases were searched for articles published in English in peer-reviewed health sciences journals between 2012 and 2022 that included strategies for developing journal peer reviewers. RESULTS: Of the 44 articles included in the review, a majority were commentaries (52%) published by medicine (61%), followed by nursing (9%) and multidisciplinary journals (9%). Reviewer development strategies aligned with three themes: pedagogical approaches, resources, and personal practices. CONCLUSION: Although multiple disciplines addressed peer reviewer development, a comprehensive and effective approach was not reported in the reviewed literature. The findings can inform a multilevel reviewer development program led by academic nurse educators.

It Is Up to Faculty: An Exploration of Registered Nurse-to-Bachelor of Science in Nursing Student Intent for Faculty Role.

AIM: The aim of this study was to explore registered nurse (RN)-to-bachelor of science in nursing (BSN) students' intent to pursue a faculty role. BACKGROUND: The nursing faculty shortage is predicted to worsen as faculty reach retirement age. The shortage affects enrollment into nursing programs because of lack of qualified faculty. Increasing the number of faculty available is critical to maintain nurses needed to care for citizens. METHOD: Using a qualitative descriptive approach, RN-to-BSN students were asked about their intent to become faculty later in their career. RESULTS: Eight RNs pursuing their BSN were interviewed. Five themes emerged from interviews: modeling the role, positive and negative; planting the seed; perceiving rather than knowing; seeing the light bulb go on; and weighing the pros and cons. CONCLUSION: Nursing faculty can influence RN-to-BSN students' intent to become faculty and can attract students to the role by conveying enthusiasm, being collegial, and maintaining clinical relevance.

The Experience of Being a Full-Time Academic Nurse Educator During the COVID-19 Pandemic.

AIM: The aim of this study was to uncover the experience of being a full-time academic nurse educator (ANE) in a baccalaureate or higher degree nursing program during the COVID-19 pandemic. BACKGROUND: In 2020, ANEs who were teaching in clinical and classroom settings, conducting in-person research, and engaging in service were suddenly required to work under new COVID-19-induced conditions. METHOD: A hermeneutic phenomenological approach was used for the study. Personal interviews and a demographic questionnaire were utilized to collect data. RESULTS: Fourteen ANEs participated. Five themes were uncovered through data analysis: riding a rollercoaster, figuring it out, giving and getting help, seeing silver linings, and feeling loss. CONCLUSION: This study uncovered the experience of being an ANE during the pandemic. The findings inform strategies to enhance working conditions for current and future ANEs during the remainder of the pandemic and in post-COVID-19 nursing education.

Selecting Media to Support Online Learning: An Interdisciplinary Approach.

Nursing students in an online degree completion program experienced challenges using a video platform to complete a two-part applied learning assignment in a learning management system. This article describes an interdisciplinary approach to selecting the video platform that required the least technical support for students and therefore was most likely to keep their focus on learning. An interdisciplinary team consisting of a nurse faculty member, technology applications specialist, instructional designer, and learning management system administrator collaborated to redesign the assignment and evaluate three video platforms. For part 1 of the video-based assignment, 97% (n = 106) of the students successfully submitted a video using one of the three platforms. Less than one-quarter (23%) required additional support beyond detailed instructions. Due to limitations, only students using one of the three platforms were able to view classmates' recordings and complete part 2 of the assignment. Although one platform was the most supportive for students, it was less helpful for faculty due to integration issues. Findings indicate that an interdisciplinary approach can lead to the selection of a video platform that supports the pedagogy and minimize support needs to students. Faculty teaching online can use this approach when integrating media and other technology into their online classrooms.

MSN Students' Self-Assessed Use of the Knowledge, Skills, and Attitudes of Scholarly Writing.

AIM: This study explored master of science in nursing students' self-assessed use of the evidence-based knowledge, skills, and attitudes (KSAs) of scholarly writing. BACKGROUND: Understanding MSN students' self-assessed use of the KSAs of writing can help faculty better prepare MSN graduates to advance the science of nursing through scholarly writing. METHOD: A descriptive correlational design was used to determine how a national sample of 76 MSN students assessed their ability to demonstrate the KSAs of scholarly writing and to determine associations between select demographic variables and the self-assessment results. RESULTS: Participants were familiar with the KSAs of scholarly writing and used them with varying frequency. No associations were identified between demographic variables and the KSA self-assessment ratings. CONCLUSION: Additional writing opportunities and inclusion of a variety of writing assignments could increase use of the KSAs and therefore facilitate the development of scholarly writing abilities needed to advance nursing.

The lived experience of nursing faculty developing as scholarly writers.

BACKGROUND: Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers. PURPOSE: This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers. METHODS: Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes. RESULTS: Findings revealed five themes: pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task. CONCLUSION: This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.

RN-to-BSN Students' Intent to Become Faculty: A Multisite Study.

BACKGROUND: A nursing faculty shortage means fewer nurses, exacerbating nursing shortages. PURPOSE: The purpose was to determine RN-to-BSN students' intent for a future nurse faculty role. A secondary purpose was to evaluate differences between students who indicated high and low intent to pursue a faculty role. METHODS: The study was multisite and multimethod using 5 instruments. RESULTS: Of 137 RN-to-BSN students who completed the online survey, 20% indicated they intended to pursue a future faculty role. Students with high intent to pursue a faculty role reported higher self-efficacy and interests in faculty activities. Only 6 of the high-intent students had been encouraged to pursue a future faculty role. CONCLUSIONS: RN-to-BSN students may be receptive to encouragement to consider a nursing faculty role in the future.

Alleviating the nurse faculty shortage: designating and preparing the academic nurse educator as an advanced practice registered nurse.

A lack of qualified nurse faculty is a persistent problem in the discipline of nursing. It limits the number of nurses prepared to provide safe, quality care in settings around the world. Many individuals, groups, and organizations have studied the nurse faculty shortage and recommended resolutions, yet the shortage persists. This opinion paper contends that designating the academic nurse educator (ANE) as an advanced practice registered nurse and identifying an educational pathway that ensures academic preparation for the role could help to alleviate the nurse faculty shortage. Evidence disseminated by national and international constituents that influence nursing and nursing education supports the perspective and serves as the basis for recommendations that could attract more nurses to faculty positions in nursing education and ensure preparation of ANEs for their role.

Using Twitter to Engage Online RN-to-BSN Students in Health Care Policy.

BACKGROUND: Baccalaureate-prepared nurses have a professional responsibility to influence health care policy. This article describes a learning experience that effectively used Twitter to engage online RN-to-baccalaureate nursing (BSN) students in health care policy initiatives. METHOD: The learning experience included following individuals and groups involved in health care policy in specific categories that aligned with the weekly learning objectives in a 7-week online course. Effectiveness of the experience was evaluated through a final reflection. RESULTS: All 49 students enrolled in the online health care policy course participated in the learning experience and followed a total of 645 policy-related individuals and groups. Analysis of qualitative evaluation data revealed two themes: Staying Up to Date, and Opening My Eyes. CONCLUSION: The findings show that integrating microblogging into an online RN-to-BSN course is an effective approach to engage students in health care policy. [J Nurs Educ. 2019;58(2):107-109.].

Doctoral Student Self-Assessment of Writing Development.

BACKGROUND: Doctoral nursing students struggle with scholarly writing. While writing improvement strategies have been shared, few studies have used student self-assessment of evidenced-based knowledge, skills, and attitudes (KSAs) to aid with writing development. OBJECTIVE: This study evaluated doctoral student self-assessment of the KSAs specific to writing at each level of nursing education and explored the association of student demographics with self-assessment results. METHODS: A national sample of doctoral students completed an electronic, 35-item self-assessment. RESULTS: Self-assessment revealed the majority of KSAs expected at the BSN, MSN, and doctoral level were being used by Doctor of Nursing Practice (DNP) students. One doctoral level KSA did not meet the benchmark for DNP students. A positive association was noted between DNP students' self-assessment and age. CONCLUSIONS: Doctoral students reported using many of the KSAs for writing expected at each level of nursing education. Most student demographics did not appear to influence writing development. IMPLICATIONS FOR NURSING: Self-assessment was an effective way to assess student writing development. Items not meeting the performance benchmark may illuminate the need for further writing development. Faculty recommendations for using self-assessment and facilitating writing development are offered.

Preparing Future Nurse Educators to Teach in the Online Environment.

BACKGROUND: With the proliferation of online courses in nursing education and professional staff development, future nurse educators must be prepared to teach online. The purpose of this article is to present an educational innovation created and evaluated to prepare future nurse educators to develop, design, and deliver an online learning module for distance education. METHOD: A combination of instructional scaffolding and applied learning was used to teach nurse educator students how to facilitate learning in an online module. RESULTS: Analyses of student assignment scores, student reflections, and faculty observations demonstrated the instructional strategies were effective to prepare students to develop, design, and deliver education online. CONCLUSION: Instructional scaffolding and applied learning enhances student engagement and effectively prepares nurse educator students to teach online. The strategies are easily adaptable to diverse academic and professional development settings and various learning management systems. [J Nurs Educ. 2019;58(8):488-491.].

Advancing scholarly writing of baccalaureate nursing students using the knowledge, skills, and attitude self-assessment for writing development.

BACKGROUND: Baccalaureate nursing students often demonstrate basic oral and written communication skills and have varying levels of skill with scholarly writing. Current instructional approaches may not fully prepare students for scholarly writing expectations. OBJECTIVE: To determine undergraduate baccalaureate nursing students' self-assessed ability to demonstrate the knowledge, skills, and attitudes of scholarly writing. DESIGN: Quantitative correlational descriptive study. SETTING: Undergraduate nursing programs in the United States. PARTICIPANTS: A convenience sample of baccalaureate nursing students in the United States. METHODS: A national sample of 125 undergraduate nursing students self-assessed their use of the knowledge, skills, and attitudes of scholarly writing over a two-month period. The project also sought to determine the association between writing knowledge, skills and attitudes and demographic variables of baccalaureate nursing students. RESULTS: Participants believe they know the basic components of scholarly writing. However, they have difficulty using abstract components of writing such as managing the emotional aspect associated with writing. Select personal and demographic variables were not associated with scholarly writing self-assessment, indicating that other factors may influence scholarly writing development. CONCLUSION: Teaching and learning strategies that incorporate the knowledge, skills, and attitudes associated with scholarly writing can be used to advance current instructional approaches and ultimately, better facilitate writing development in baccalaureate nursing students. Self-assessments can be used to identify ongoing student development needs for scholarly writing and can direct writing instruction.

The Experience of Teaching Online in Nursing Education.

BACKGROUND: Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. METHOD: The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. RESULTS: Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. CONCLUSION: Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.].

Using student satisfaction data to evaluate a new online accelerated nursing education program.

As increasing numbers of students enroll in online education, institutions of higher education are responsible for delivering quality online courses and programs. Agencies that accredit institutions and programs require evidence of program quality, including student satisfaction. A large state university in the Southeastern United States transitioned an online nursing education degree completion, or Registered Nurse-to-Bachelor of Science in Nursing, program to an online accelerated format in order to meet the needs of working nurses and ultimately, increase the number of nurses prepared at the baccalaureate level. This article describes a descriptive, cross-sectional study that evaluated the effectiveness of the new online accelerated program using the quality indicator of student satisfaction. Ninety-one (32%) of the 284 students who were enrolled or had been enrolled in a course within the online accelerated degree completion program between fall 2013 session 1 and summer 2014 session participated in the study. The electronic Noel-Levitz Priorities Survey for Online Learners™ was used to measure student satisfaction with the program and associated services. Results provided insight into the students' satisfaction with the new program format and served as the basis for an interdepartmental program enhancement plan aimed at maintaining and enhancing student satisfaction and overall program quality. Findings indicated that measuring and evaluating student satisfaction can provide valuable information about the effectiveness of an online program. Recommendations for using the measurement tool in online program planning and studying student satisfaction in relation to retention and program completion were identified.

Successful enculturation: strategies for retaining newly hired nursing faculty.

Although the nursing faculty shortage negatively impacts student enrollment figures, it also facilitates career mobility of nursing faculty. To retain qualified faculty, nursing programs need to implement supportive programs that facilitate successful enculturation of the newly hired faculty member. The authors propose a series of supportive activities aimed at enculturation and subsequent retention of newly hired nursing faculty.

Understanding the scholarly writing development of nurses enrolled in U.S. clinical doctoral programs.

PROBLEM: Faculty teaching nurses enrolled in clinical doctoral programs need to understand the process of student scholarly writing development so that students can be prepared to share knowledge and communicate effectively in scholarly formats. METHODS: A hermeneutic phenomenological study that sought to understand the scholarly writing development of nurses enrolled in a clinical doctoral program was conducted. FINDINGS: Findings from interviews with six Doctor of Nursing Practice students revealed three themes: learning throughout life, influence of emotions, and getting through the gate. CONCLUSION: Based upon these findings, recommendations for further development of doctoral student writing are suggested so that students can disseminate their knowledge in a scholarly manner, improve practice, and contribute to the profession.

Facilitating student retention in online graduate nursing education programs: a review of the literature.

Online education, a form of distance education, provides students with opportunities to engage in lifelong learning without the restrictions of time and space. However, while this approach meets the needs of employed nursing professionals, it poses some challenges for educators. Student retention is one such challenge. Student retention rates serve as measures of program quality and are reported to accrediting bodies. Therefore, it is imperative that administrators and program faculty implement comprehensive programs to ensure student retention. This review of the literature was designed to identify strategies to improve student retention in online graduate nursing education programs. The review includes 23 articles that address models, research, and best practices supported in nursing and higher education. The findings indicate that student retention in online programs is a multidimensional problem requiring a multifaceted approach. Recommendations for facilitating retention in online nursing programs include ensuring social presence and program and course quality, and attentiveness to individual student characteristics.

Evidence-based knowledge, skills, and attitudes for scholarly writing development across all levels of nursing education.

Because nursing care in health care settings becomes more complex, nurses are called upon to work effectively with other health care providers to deliver high-quality evidence-based care. To do so in a cost effective and efficient manner requires the development of effective oral and written communication skills in nurses. One form of written communication is scholarly writing. Scholarly writing is defined by the authors as writing that is specialized in nursing, communicates original thought, includes support from a body of literature, contains formal language consistent with the discipline of nursing, and is formatted in a manner consistent with peer-review publications. Faculty who facilitate the development of these skills face inconsistencies in students' writing ability and development across programs and levels of education. Nurse educators need to understand how to develop these communication skills for students enrolled at various educational levels and to teach students how to share information in a scholarly way.

Developing as a scholarly writer: the experience of students enrolled in a PhD in nursing program in the United States.

Graduates of doctoral nursing programs are expected to disseminate knowledge through scholarly writing, yet faculty teaching doctoral nursing students in two specific programs in western Pennsylvania in the United States noted students enter their doctoral programs with varying writing skills. The purpose of this hermeneutic phenomenological study was to uncover the lived experience of developing as a scholarly writer. Data were collected through the use of a demographic questionnaire and personal interviews with 10 students enrolled in their first semester of coursework in a traditional, rather than online, 60-credit PhD in nursing program at a large state university in western Pennsylvania. All interviews were recorded and transcribed and served as rich data sources. Data were analyzed using a systematic approach consistent with hermeneutic phenomenology. Themes uncovered included (a) coming to know about scholarly writing, (b) shifting thinking in order to write scholarly, (c) giving birth: the pain and the pleasure of scholarly writing, and (d) putting all the pieces together into the final product. Findings from this study can help faculty to understand the experiences of nursing student scholarly writing development. Recommendations based on the findings include a collection of teaching strategies that can be used to facilitate scholarly writer development across all levels of nursing education.

Facilitating scholarly writer development: the writing scaffold.

UNLABELLED: PROBLEM OF INTEREST: Nursing faculty at a private, medium-sized university noted that students in their online Registered Nurse to Bachelor of Science in Nursing, hybrid Master of Science in Nursing, and online Doctor of Nursing Practice programs displayed varying scholarly writing abilities. PURPOSE: This article proposes an evidence-based comprehensive support framework, or scaffold that can be used in nursing education to facilitate the development of scholarly writing abilities in students. PRACTICE IMPLICATION: The writing scaffold is recommended for use by nursing faculty to facilitate the development of scholarly writing abilities within nursing, across nursing program levels, and across disciplines.