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.

Graduate Nurse Educator Students' Perceptions of the Use of Narrative Pedagogy in Online Learning: A Pilot Study.

ABSTRACT: This pilot study explored graduate nurse educator students' perceptions of the application of narrative pedagogy in an online environment. Four major themes were identified in 15 student discussion posts: adapting challenges, increasing digital human interactions, enabling strategies, and creating a partnership for learning. Results illustrate how integrating narrative pedagogy into online classes enables a transformation of student thinking and learning by providing alternate ways for nurse educators to promote active learning.

Enhancing the Relevance and Use of Information Literacy in Future Nurse Educators.

ABSTRACT: Nurse educators require information literacy (IL) to use evidence-based practices to design, develop, deliver, and evaluate education; to participate in research and scholarship of teaching and learning; and to disseminate new practices and evidence to the nursing education community. A needs assessment of students and faculty revealed knowledge deficits with IL for master of science in nursing-nurse educator students. A multidisciplinary team, guided by relevant theories, created an online applied learning and reflective tutorial to address the identified needs. Evaluation of students' participation indicated the tutorial served as an engaging resource and provided foundational knowledge of IL skills.

The power of the past: A roadmap for integrating nursing history into the curriculum.

The inclusion of nursing history within the undergraduate and graduate nursing curricula has waxed and waned over the years. The 2021 publication by the American Association of Colleges of Nursing, "The Essentials: Core Competencies for Professional Education," includes the expectation that nursing education curricula will include history content. This article aims to provide guidance to the nurse educator using a nursing history framework and a 5-step approach to integrate history into an already saturated curriculum. Through meaningful integration of nursing history at the course level with intentional alignment to existing course-level objectives, student learning will be enhanced. Student engagement with various historical sources will help students to achieve The Essentials' core competencies across the 10 Domains for Nursing. The various types of historical sources are explained and how to locate appropriate historical sources is included.

Engaging Students with Patient Safety in an Online Escape Room.

BACKGROUND: Creating innovative online instruction was essential during the COVID-19 pandemic. This article highlights an engaging, online escape room (OER) educational innovation used to teach patient safety to first-semester nursing students. METHOD: Utilizing constructivist and adult learning theories, the OER, developed using Google Forms, consisted of gamification. Students completed puzzles related to a patient safety scenario presented via text, photograph, audio, and video to promote critical thinking and decision making. RESULTS: Review of student reflections, test scores, and survey results determined the OER was effective to develop the student's understanding of the nurse's role in patient safety to include identification of safety concerns and appropriate interventions. CONCLUSION: Using Google forms, educators can create an OER for various topics to enhance student engagement and critical thinking skills. The OER can be supplemental instruction or an alternative for clinical and simulation instruction when online learning is mandated. [J Nurs Educ. 2021;60(8):466-469.].

The use of innovative pedagogies in nursing education: an international perspective.

The purpose of this global study was to explore the types of innovative pedagogies used in nursing education worldwide; transformative learning theory served as the theoretical basis for the study. A descriptive, mixed-method design with a researcher-developed instrument was used to conduct the electronic survey. Respondents were 946 nurse educator members of Sigma Theta Tau International; more than 93 percent were Caucasian women. Respondents indicated that the conventional teacher-centered approach remains the most prevalent pedagogical style (56 percent); fewer than 20 percent of respondents used feminist or postmodern approaches. Ninety percent of respondents reported using instruments to evaluate the effectiveness of their teaching. The majority viewed their faculty role as facilitator (88 percent) or information provider (65 percent). Greater efforts are needed to create an evidence base for nursing education through research that focuses on the effectiveness of innovative pedagogical strategies. This study, by describing the current patterns of teaching/learning strategies and approaches used by nurse educators, provides a beginning research base for improving nursing education.

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.].

RN-BSN Students' Perceptions of the Differences in Practice of the ADN- and BSN-Prepared RN.

This study explored RN-BSN students' perceptions of practice differences between nurses prepared with an ADN and BSN. Five themes were identified in 20 students' discussion posts: "a nurse is a nurse" at the bedside, beyond the bedside, BSN wanted, digging deeper, and appraisal. Results illustrate the need for educators to assist nurses in translating the differentiated educational competencies to the practice role of the bedside RN.