Admission characteristics that influence DNP students' first-semester success: A retrospective study.

BACKGROUND: Students apply to Doctor of Nursing Practice (DNP) programs with varying demographic, academic, and professional characteristics. Programs are challenged with selecting and retaining students. Suggestions regarding which admission criteria and student characteristics are influential for success have been inconsistent. Recently, holistic admission practices have been employed to increase diversity, but little is known on the relationship between holistic admissions and student success. OBJECTIVE: To investigate which demographic, academic, and professional characteristics influence DNP students' first-semester success. DESIGN: Retrospective study using online DNP student application materials at a medium-sized, mid-Atlantic private university. METHOD: Investigators used a self-developed Audit Tool to identify characteristics of enrolled DNP students' application materials (n = 245). Categorical and continuous data were analyzed using χ2 and Independent Samples t-tests to determine which characteristics influenced success. RESULTS: Analysis revealed none of the items related to student characteristics were associated with first-semester academic success. CONCLUSION: Further research is needed. Studies exploring additional individual characteristics and time frames may be more predictive of first-semester academic success.

Exploration of Online Doctor of Nursing Practice Students' Perceptions of Effective Teaching Methods Using the Critical Incident Technique.

BACKGROUND: The online learning environment presents unique challenges for engaging students in the learning process. Current research is limited regarding online doctor of nursing practice (DNP) students' perceptions of effective faculty involvement related to their engagement in learning. PURPOSE: This qualitative study explored DNP students' perceptions of effective methods used by faculty to help them learn and be engaged in the asynchronous online classroom. METHODS: The Community of Inquiry (COI) framework provided the theoretical support for this study. The critical incident technique was used to explore DNP students' perceptions of effective methods used by faculty teaching in an asynchronous online program. Perceptions of effective methods were analyzed using the inductive approach of thematic analysis. RESULTS: Three themes emerged from the data analysis: providing clarity, staying on track, and making it personalized. CONCLUSIONS: Findings suggest nurse educators should follow the COI framework to establish teacher presence and promote student engagement in online courses.

Students' Perceptions of the Value of Learning the Skill Sets of a DNP-Prepared Nurse: An Exploratory Study.

BACKGROUND: Students enter doctor of nursing practice (DNP) programs with varying interests and professional experiences. Little is known about how this impacts learning. OBJECTIVE: To explore if differences existed in students' perceptions of task values related to learning the skill sets of a DNP-prepared nurse. METHODS: Students were sent a link to a 17-item electronic survey consisting of demographic questions and nine statements based on competencies as outlined in The Essentials of Doctoral Education for Advanced Nursing Practice (American Association of Colleges of Nursing [AACN], 2006). Students ranked the statements in order of perceived value of performing after program completion. RESULTS: Mean rankings of task values demonstrated the advanced practice registered nurse (APRN) group (n = 32) identified the most valuable skill as "suggest an evidence-based change in professional practice based on the findings of published research articles and professional practice experience." The non-APRN group (n = 10) reported "work collaboratively with other non-nursing healthcare professionals to improve patient and population health outcomes." CONCLUSIONS: Students' perceptions of the value of learning the skill sets vary amongst APRNs and non-APRNs, and are shaped by past professional experiences and future role demands. IMPLICATIONS FOR NURSING: Findings provide faculty with knowledge that can be used to tailor teaching and engagement strategies.

Mastering Survey Design and Questionnaire Development.

Surveys help health care professionals gather meaningful data that can guide decision making and improve practice. Individuals creating surveys should follow survey design and item development guidelines, such as those described in this article, to ensure the accuracy of the data gathered. [J Contin Educ Nurs. 2020;51(6):248-249.].

Promoting Discharge Readiness Through Staff Education: A Family-Centered Approach.

Preparing parents for discharge readiness starts by arming the neonatal intensive care unit registered nurses with the knowledge and understanding of family-centered care principles. Implementation of a 30-minute educational session followed by 4 weeks of mentoring increased neonatal intensive care unit registered nurses knowledge and supported a sustainable change in professional practice. Approaches used in this quality improvement project can serve as a framework for nursing professional development specialists.

Identifying Motivational Factors for Enrolling in a Doctor of Nursing Practice Program.

BACKGROUND: Students enter Doctor of Nursing Practice (DNP) programs for varying reasons. An understanding of motivational factors is needed so nurse educators can address upon program entry student engagement strategies to promote retention and success in completing a DNP program. This article presents the findings of a descriptive study that explored newly admitted students' motivational factors for pursing DNP education. METHOD: A 20-item online survey was distributed to newly admitted DNP students at a university in western Pennsylvania. The survey consisted of eight demographic questions and 12 statements that reflected six intrinsic and six extrinsic motivational factors. RESULTS: Intrinsic motivational factors were reported as slightly more influential than extrinsic motivational factors. Relationships were found between length of employment, length of experience, length of time considering to enroll, and motivational factors. CONCLUSION: Cultivating intrinsic motivation upon program entry may positively influence engagement, retention, and successful program completion of DNP students'. [J Nurs Educ. 2018;57(11):680-683.].

Developing Executive Nurse Leaders: Exemplar for Using Information Technology to Bolster Professional Role Development of BSN-DNP Students.

BACKGROUND: Universities are offering a Bachelor of Science in Nursing (BSN) to Doctor of Nursing Practice (DNP) track to meet the demands of complex health systems by preparing nurses to lead change. Curriculums developed for the adult learner may benefit from adding supplemental resources to prepare nurses with limited leadership experience for their future roles. OBJECTIVE: Support the development of executive leadership skills of BSN-DNP students. METHODS: Faculty at a Western Pennsylvania university used the existing learning management system (LMS) to create a nursing leadership site. Practice competencies described by professional organizations were used as the framework for identifying best practice resources. RESULTS: A supplemental site serving as a repository of information for students was successfully developed. Students were encouraged to access the site to augment their learning on professional competencies. CONCLUSIONS: Developing an online support site via the university LMS was a creative solution for providing supplemental professional development content to best prepare future nurse executive leaders. IMPLICATIONS FOR NURSING: Faculty teaching in streamlined academic programs can provide additional content based on professional standards to students using innovative and interactive methods. Promoting further development of executive leadership skills may bolster program strength and influence future nurse leaders.

Online Adjunct Faculty Support: An Innovative Use of a Learning Management System.

Adjunct faculty are being used more frequently to meet the instructional and practice experience needs of growing nursing program cohorts. While most adjunct faculty tend to have clinical expertise, many lack formal training in online instruction. This article describes how faculty used technology to develop and implement a faculty support site to provide ongoing orientation and encourage informal mentoring relationships for online adjunct faculty.

Self-Regulated Learning: Examining the Baccalaureate Millennial Nursing Student's Approach.

Pre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the best pedagogical methods for educating the current generation of students. The influence of student-centered approaches is documented in the literature. However, the effective use of these methods requires a collaborative partnership. The cognitive, self-regulated approaches used by millennial nursing students is not well understood. This article describes the findings of a study that examined the relationship between self-regulated approaches to learning, self-efficacy, independent study behaviors, and grade point average.

Effective Mentoring in the Clinical Setting.

This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students and new graduates to apply knowledge in clinical settings. This article describes mentoring strategies clinical instructors and preceptors can use to help ease novice nurses' transition to practice.

Technology-based strategies for promoting clinical reasoning skills in nursing education.

Faculty face the demand of preparing nursing students for the constantly changing health care environment. Effective use of online, classroom, and clinical conferencing opportunities helps to enhance nursing students' clinical reasoning capabilities needed for practice. The growth of technology creates an avenue for faculty to develop engaging learning opportunities. This article presents technology-based strategies such as electronic concept mapping, electronic case histories, and digital storytelling that can be used to facilitate clinical reasoning skills.

Fostering clinical reasoning in nursing students.

This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students to apply knowledge in clinical settings. This article describes why it's important that nursing students develop clinical reasoning skills and how clinical nursing instructors can help them learn these skills.