Scholarly Requirements and Support for Nursing Faculty Development and Career Advancement: A Nationwide Delphi Study.

AIM: The aim of the study was to better understand the scholarship requirements and support for nursing faculty as they work to advance their scholarship and careers. BACKGROUND: Nursing faculty are often required to participate in teaching, service, and scholarship. New faculty often struggle with the scholarship component. METHOD: A nationwide Delphi study was conducted, surveying deans and/or associate deans for research at master's and doctoral degree-granting institutions. RESULTS: Scholarly requirements provided for faculty to enable development of scholarship were well defined: having a dedicated leader; funding support; a culture of scholarship; publications, presentations, and grant writing expectations; formal programs; mentors; and support. CONCLUSION: This study provided a beginning understanding of important aspects of faculty support for scholarship and career development. More information is needed to determine if the support structures and activities described reach faculty and enhance career development.

Methodology Update: Delphi Studies.

BACKGROUND: The Delphi method is a research approach that is beneficial when wanting to solve real-world problems, and expert opinions are needed. OBJECTIVES: The purpose of this study was to describe the Delphi method as a qualitative research approach and provide a case study example of a study using the Delphi method to demonstrate the advantages and challenges of this methodological approach. METHODS: A literature search was conducted to understand the Delphi method and examine its use in nursing. RESULTS: The literature search revealed what the Delphi method was and how it could be used. To better help explain the method, a case study from the literature is presented. DISCUSSION: Using the Delphi method in nursing research is becoming easier. With emerging technology, communication with geographically diverse experts may be easily and affordably achieved. With updated software, results can be interpreted almost immediately, and additional rounds of the Delphi occur in a timely manner, increasing participation and decreasing attrition rates. The Delphi method is a viable option for nurse researchers looking for expert opinion.

Unfolding case studies.

Unfolding case studies using simulation are unique teaching/learning strategies to assist learners in developing the knowledge, skills, and attitudes required to be safe, competent practitioners.

Journeying through the DNP project: A qualitative, descriptive study.

BACKGROUND: As a requirement of doctor in nursing practice (DNP) programs, a final scholarly project is required. Little is known about the student experience initiating, implementing, evaluating, and disseminating the scholarly DNP project. PURPOSE: The purpose of this qualitative, descriptive study was to explore descriptions of what it is like to move through the DNP project process, from the perspective of successful recent DNP graduates. METHOD: Using purposive, convenience, and snowball sampling, 15 recent DNP graduates were recruited to participate in a semi-structured interview. Using a pragmatic, open coding approach with constant comparison, four researchers evaluated the transcripts and reduced the data three times by coding and categorizing, clustering responses so the essential theme emerged. RESULTS: Nine categories were interpreted, and one overarching theme emerged: Journeying Through the DNP Project. A metaphor weaving together the categories is offered. CONCLUSION: Faculty support, through communication and mentorship, is strongly encouraged. Rigor of projects needs to be enhanced. Student experiences may be improved by faculty establishing supportive student relationships and ensuring that faculty understand the differences between and among research, evidence-based practice, quality improvement, and process improvement. The DNP student experience can be enhanced with program support and faculty mentorship and support.

Development of a Multisite Nursing Simulation Work Group Focusing on the International Nursing Association for Clinical Simulation and Learning Standards.

BACKGROUND: Simulation faculty development refers to the education of faculty in preparation and facilitation of simulation-based experiences. A college of nursing with six campuses implemented a simulation work group to ensure consistent simulation faculty development across six campuses. METHOD: The simulation work group was formed in four stages and used the International Nursing Association for Clinical Simulation and Learning Standards as a framework for standardizing simulation. The work group consisted of 14 faculty from five nursing campuses. Members were recruited via email, telephone call, or a simulation newsletter. RESULTS: Challenges were identified and addressed. Work group implementation has provided the simulation program with new initiatives and a unified scheduling system, budget, standardized debriefing, and student evaluation method. CONCLUSION: With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences. [J Nurs Educ. 2021;60(3):165-168.].

Learning together: Using simulations to develop nursing and medical student collaboration.

Collaborative interdisciplinary learning is a core educational requirement cited by the Institute of Medicine Health Professions Education Report (2003). This descriptive study supports the Nursing Education Simulation Framework for designing simulations used as an interdisciplinary teaching strategy in health professions curricula. The purpose of this study was to investigate the use of the framework for the collaborative medical and nursing management of a surgical patient with complications. Simulation design features, student satisfaction, and self-confidence were measured. Results indicate both medical and nursing student groups'perceptions of the design features of the collaborative simulation were positive. Feedback and guided reflection were identified by both student groups as important simulation design features. Data analyzed from the Collaboration Scale suggest that designing simulations that place medical and nursing students together is beneficial for both the medical students and the nursing students.

Faculty Support for a Culture of Scholarship of Discovery: A Literature Review.

BACKGROUND: A review of the literature was completed answering the question: "What is known about the barriers to, and support of, the scholarship of discovery that faculty members in nursing and related health sciences (i.e., medical, dental, and pharmacy) whose time is used in both the academic setting and clinical setting encounter as they develop programs of research, engage in grant writing, and pursue scientific publication?" METHODS: Using a systematic approach, a total of 29 articles were included in this review. RESULTS: Four major themes were identified: (1) Organizational expectations (2) administrative support (3) mentorship and (4) barriers to scholarship in nursing and related health sciences faculty. Organizational expectations and administrative support were critical in developing and maintaining a culture of scholarship, various mentorship models improved faculty scholarship skills and productivity, while multiple barriers were found to inhibit faculty development and scholarly productivity. CONCLUSION: The implementation of organizational, administrative, and faculty activities and interventions can promote a culture of scholarship. Further research is needed to determine which interventions are most helpful in developing health science faculty scholarship.

The effect of first clinical assignments on prelicensure nursing students' attitudes toward older people: an observational study.

BACKGROUND: With the global population growth of older people, health care needs nurses interested in caring for this population. Studies have found a relationship between attitudes toward older people and career choices. AIM: The aim of this study was to determine the effect first clinical experiences had on nursing students' attitudes toward older people. DESIGN/METHOD: Using an observational research design, first-semester nursing students (n = 53) from the United States were assigned to one of two groups based on sequencing of clinical assignments. Participants completed the Refined Aging Semantic Differential scale three times their first semester. RESULTS: Students with exposure to long-term and then the acute care setting showed linear improvement in their attitudes toward older people. In addition, a significant improvement in attitudes over time was found (F[2, 96] = 3.56, p = .032) at two time measurements. CONCLUSION: This study showed that novice students may not recognize the differences in acute and long-term nursing care. Results may assist nursing educators designing curricula.

"I Am Surprised at the Change in Me": What Is It Like for Nurses to Be in the Process of Completing a Baccalaureate Degree in Nursing?

BACKGROUND: The percentage of nurses with a baccalaureate degree in nursing (BSN) affects patient morbidity and mortality, so health care organizations are encouraging staff nurses to finish their BSN degree. However, there is little data related to what it is like for RNs to return to school. METHOD: In this qualitative, descriptive study, 16 RN-to-BSN students were interviewed using naturalistic inquiry processes to gain an understanding of what it is like for students in the midst of an RN-to-BSN program. RESULTS: Students encountered financial and work-life barriers to seeking BSN completion yet found it to be worth the effort. Indeed, they are "surprised at the change in" themselves. CONCLUSION: Support that could benefit RN-to-BSN students is detailed, including from employers (e.g., flexible scheduling), faculty (e.g., rapid feedback and grading), and students themselves (e.g., understand personal time constraints). More research is needed to determine the priorities of support that facilitates RN-to-BSN students. J Contin Educ Nurs. 2018;49(7):307-314.

Nursing students' attitudes toward persons who are aged: An integrative review.

OBJECTIVES: To analyze empirical studies from the United States and Canada to gain an understanding on how nursing education affects nursing students' attitudes toward persons who are aged. DESIGN: An integrative literature review was completed using Garrard's (2011) Matrix Method. DATA SOURCES: Articles were identified through the electronic database search engines of CINAHL, Pub Med, and Academic Search Complete. Only peer reviewed research articles from 2009 to 2015 were reviewed. REVIEW METHODS: A review matrix was created to abstract information from 11 studies so that synthesis could occur. Information in the columns of the review matrix was used to compare the studies. Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 27 item check list was used to help with reporting the findings. Studies were graded using the American Association of Critical Care Nurses' (AACN) level of evidence. RESULTS: A key finding is student engagement with gerontological content in the classroom or clinical setting results in improving nursing students' attitudes toward persons who are aged. CONCLUSIONS: Several gaps exist in the literature. Further research including longitudinal studies and large scale, multi-site samples would add to the existing knowledge.