Supporting nursing faculty to teach veteran's care: a mixed method, multi-intervention study.

OBJECTIVES: This study aimed to (a) describe nurse educators' attitudes towards veterans after workshop participation, (b) evaluate the effectiveness of the workshop and timed digital interventions (TDI) on nurse educators' integration of veteran-centered content into their courses and curricula, and (c) describe nurse educators' experiences with transferring learning from the workshop to teaching practice. METHODS: A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews. RESULTS: Twenty-six nurse faculty reported a neutral attitude toward working with veterans during the pre-workshop survey period. TDIs kept veteran-centered content fresh on faculty minds, yielding evidence of integration into nursing courses. CONCLUSIONS: Nursing faculty preparation and development is crucial to effectively integrate specific veteran care content into nursing education to ensure a competent and culturally sensitive workforce. Integrating TDIs using widely accessible technologies is a cost-effective way of increasing engagement with new information and bridge implementation gaps associated with traditional professional development activities.

Crisis Response in Nursing Education: An Integrative Review of Nursing Program Adaptation to COVID-19.

PURPOSE: This integrative review sought to systematically examine and synthesize published research on crisis response to identify ways in which undergraduate nursing education programs in various countries adapted to the coronavirus disease 2019 (COVID-19) pandemic. METHOD: A computerized search of CINAHL, Science Direct, and Web of Science databases was performed. The literature search, review, and data extraction process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) format of identification, screening, eligibility, and inclusion. RESULTS: Digital learning technology platforms were used in undergraduate nursing education in various ways to adapt to the teaching and learning challenges of the COVID-19 pandemic. CONCLUSION: Teaching and learning methodologies identified included online lectures and webinars; interactive virtual learning experiences, such as videos, presentations, quizzes, games, and other web-based interactive forms of multimedia files and textual content; and virtual simulations for nursing skills and tele-health experience. [J Nurs Educ. 2024;63(7):445-451.].

Teaching through integration - Action research at a private nursing institution in Karachi, Pakistan.

OBJECTIVE: This research aims to explore the outcome of teaching through integration, on nursing students learning using Harden model (1984) of curriculum strategy. METHODS: The study used action research as a methodology. Two modules of Year II BScN curriculum were taught through integration to 120 students at a private nursing institute in Karachi, Pakistan. The Data was collected from February to May 2018. Four focus group discussions (FGD) of six students each were conducted, before and after module implementation. The data were analysed using Creswell method. RESULTS: The study findings consist of three themes "integration adds to contentment", "integration carries challenges and "integration supplements teaching learning strategies" with their respective subthemes as Complete connected and comprehensively concise" Integration carries challenges, added burden, and lacked creativity and logistics. CONCLUSIONS: The findings show that teaching through integrated modules help students to become focused and responsible learner, optimize understanding of concepts, and strengthen theory practice integration for delivering holistic care. The study recommends to use integration strategy as a step towards enhanced student learning and better patient outcome.

10.17533/udea.iee.v42n2e16.

Objective: To evaluate the pedagogical skills of third-year nursing students at Yangzhou University (China). Methods: A multisite quasi-experimental design was used in this study. Fifty-five participants were selected by convenience sampling. The Objective Structured Teaching Evaluation (OSTE) scale was used to assess teaching skills. The evaluation included four different stages: Teaching Background Analysis (E1), Lesson Plan Presentation (E2), Mock Class (E3) and Teaching Reflection (E4). Prior to the assessment, the teachers assigned homework to the students to complete at the four stations. Results: Fifty-five nursing students with an average age of 21.3±0.7 years participated in the study, with a predominance of female students (78.2%). The highest mean score was achieved in E1 (83.1), followed by E2 and E3 (82.5 and 82.3 respectively), while the lowest mean score was found in E4 (79.6). In E3, instructors gave lower scores for class organisation, class characteristics and overall performance compared to the self-reported scores of the standardised students (p<0.05). More than 80% of the students strongly agreed and recommended the OSTE as the primary method for assessing teaching skills in the classroom. Conclusion: Deficits in teaching skills were identified in the participating students; this information will allow specific interventions to improve the situation. The OSTE instrument was a useful method for assessing the pedagogical skills of undergraduate nursing students.

Perception of Knowledge Transfer from Clinical Simulations to the Care Practice in Nursing Students.

Objective: This work sought to assess the perception of knowledge transfer from clinical simulations to the care practice in nursing students through effective debriefing. Methods: An observational, descriptive, and cross-sectional study was conducted with a sample of 281 students during the 2020-2021 course, through una ad hoc survey from the Debriefing Assessment for Simulation in Healthcare (DASH) in Spanish, to assess competence areas that undergraduate students must reach to complete their studies. Results: The survey conducted after each simulation showed that the students valued positively the debriefing sessions conducted by experts, with a mean score of 6.61 over 7 [6.56%-6.65%] based on 675 surveys analyzed, given that each student conducted more than one simulation within the academic course. It was observed in 221 completed answers that what was learned in the simulation was transferred to the practice in 89.23% [86.39%-92.06%], specifically in areas of Communication, Patient safety, Teamwork, and Leadership. Conclusion: In the perception by the participating students, the use of effective debriefing in clinical simulation enabled knowledge transfer to the care practice, proving to be a crucial tool that helps to improve the formation of the future nurses.

Formal nursing focused academic practice partnerships for advancing nursing research and scholarship: a scoping review protocol.

INTRODUCTION: This scoping review protocol will be used to map the evidence regarding structure and organization of formal nursing undergraduate focused academic practice partnerships in Canada and globally. DESIGN: This scoping review will adhere to guidance provided by Chapter 11 of the JBI Manual for Evidence Synthesis: Scoping Reviews guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Scoping Review extension checklist. METHODS: Evidence will be eligible for inclusion if published in English, within the last 10 years, and available in full text. Databases will be searched for published literature and unpublished grey literature. DISCUSSION: This protocol provides guidance on conducting a scoping review on formal nursing undergraduate focused academic practice partnerships. The review will enhance understanding of the structure and organization of formal nursing undergraduate focused academic practice partnerships, informing the design and work of future partnerships. This protocol is registered in the Open Science Framework https://doi.org/10.17605/OSF.IO/JCTRM.

Empowering Nursing Students to Adopt and Embody Strengths-Based Nursing and Healthcare.

This paper presents an international academic partnership in teaching and research with two case studies. The cases explore the integration of Strengths-Based Nursing and Healthcare (SBNH) and SBNH-Leadership (SBNH-L) in nursing science programs. SBNH values and foundations were integrated within an undergraduate-level community health course in Canada and SBNH-L was introduced into a graduate-level program in Brazil. Both cases comprise active learning activities promoting the uptake of the values and foundations of SBNH and the capacity to identify strengths and innate capacities. This paper synthesizes the issues and provides recommendations to enhance teaching-learning strategies to support SBNH adoption by students to support the humanization of healthcare. International partnerships in education and research and facilitating factors are discussed.

Design and Implementation of a Nursing Capstone Across a Multisite Health System.

BACKGROUND: The coronavirus disease 2019 (COVID-19) pandemic created profound effects in nursing education. Using a robust academic-practice partnership, a college of nursing and a health care organization collaborated to launch Jefferson Capstone Experience (JCE), an education delivery model that included a one-to-one, 108-hour clinical preceptorship between an experienced RN and an undergraduate nursing student. METHOD: The expedited design, implementation, and evaluation of JCE is described. The mixed-method program evaluation included surveys, interviews, and focus groups with students, faculty, and preceptors. RESULTS: Students and preceptors reported high levels of satisfaction with JCE. All parties emphasized the importance of clear and timely communication, academic practice collaboration, and organization. A significant number of capstone graduates accepted a position with a capstone clinical partner. CONCLUSION: Although the logistics of planning and implementation were challenging, an immersive and largely positive experience was created for undergraduate students, which created a robust hiring pipeline of new-to-practice nurses. [J Nurs Educ. 2024;63(5):292-297.].

Community, Public, and Population Health Content in Nursing Curricula: National Survey Results.

BACKGROUND: Policy, societal, and system changes are prompting nursing programs to expand population health content in curricula. This study examined the current state of community, public, and population health (CPPH) education in nursing curricula throughout the United States. METHOD: This descriptive study examined CPPH education in nursing programs nationally. A survey was developed and distributed to nursing programs from January to May 2021. RESULTS: CPPH content integration occurred across all program levels, and the majority of the participants were involved in the development of CPPH-specific curriculum. Programs experienced reductions in CPPH curriculum due to coronavirus disease 2019 (COVID-19), lack of experienced faculty, budget constraints, and an emphasis on acute care. CONCLUSION: The continuation of CPPH education in current nursing curricula is critical. National and academic nursing organizations must continue to monitor CPPH content in nursing curricula to assure a competent CPPH nursing workforce. [J Nurs Educ. 2024;63(5):282-291.].

The Effect of Interprofessional Education on Student Readiness for Collaborative Practice.

BACKGROUND: Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia. METHOD: This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed. RESULTS: Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales. CONCLUSION: This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy. [J Nurs Educ. 2024;63(5):304-311.].

Exploring Interprofessional Collaboration in Teaching Between Nursing and Physical Therapy.

BACKGROUND: Integrating interprofessional concepts and competencies in the classroom teaches students to perform successfully in complex interprofessional care environments. There is little information regarding the effects of interprofessional collaboration in education utilizing faculty and students from other disciplines. METHOD: Satisfaction and Self-Confidence in Learning Survey (SCLS) scores and written responses were collected from 31 nursing students to explore nursing students' perceptions of an interprofessional collaboration in teaching between nursing and physical therapist (PT) educators. RESULTS: Nursing students' SCLS scores were higher on days where PT educators participated in teaching students. Analysis of written responses revealed five themes: appreciation of an outside expert perspective, enhanced self-efficacy with patient mobility skills, opportunity for interprofessional collaboration, satisfaction with the learning experience, and conflicting information. CONCLUSION: Interprofessional collaboration in teaching resulted in high levels of satisfaction and self-confidence and provided an opportunity to work toward an aspect of core competency for interprofessional collaborative practice. [J Nurs Educ. 2024;63(6):402-404.].

Competency-Based Education in RN to BSN Programs.

BACKGROUND: The call for nursing education reform has never been louder. National organizations recognize the urgent need to prepare nursing students to practice competently, moving away from traditional teaching and curricula and to competency-based education (CBE) strategies to prepare future nurses for independent clinical practice. PROBLEM: The 2021 American Association of Colleges of Nursing Essentials do not account for the competencies achieved in registered nurse (RN) associate degree and diploma programs. This presents a challenge for RN to bachelor of science in nursing (BSN) program administrators and faculty when designing curricula to meet the new Essentials . APPROACH: The Essentials crosswalk created by the National RN-Baccalaureate Faculty Forum serves as a foundational guide for the development of the template models discussed in this article. CONCLUSION: This article provides a template of instructional models for implementing CBE in RN to BSN programs.

Learning Environments in Undergraduate Nursing Education During COVID-19: A Scoping Review.

BACKGROUND: The COVID-19 pandemic radically changed nursing education. PURPOSE: To map the existing literature on learning environments (LEs) in undergraduate nursing education during COVID-19 and identify the LE elements based on the 4 domains of Gruppen's conceptual framework: personal, social, organizational, and physical and virtual spaces. METHOD: Eligible articles were reviewed using the Joanna Briggs framework. RESULTS: The search retrieved 5003 articles, of which 80 met the inclusion criteria. Most studies were cross-sectional and conducted in the United States. Of the studies included, 68 studies focused on the personal component of students, 67 investigated physical and virtual space components, 19 examined the social domain, and 15 examined organizational aspects. CONCLUSIONS: The COVID-19 pandemic significantly influenced the LE of nursing students. Based on the current review of LE in nursing education, nurse educators and researchers can develop interventions to maintain the quality and accessibility of nursing education in future crises.

Virtual Reality Simulation Integration in a Prelicensure Nursing Program: Lessons Learned.

BACKGROUND: Simulation, whether conducted live or through virtual technologies, provides students with experiential learning by replicating realistic clinical experiences that can develop learner competencies in a safe environment. Virtual reality simulation may provide the same level of effective and engaging experiential learning in a fully immersive learning environment without many of the limitations inherent to traditional live simulation environments, such as simulation equipment and designated labs. PROBLEM: While there are vendor-provided resources and a new tool kit covering immersive technology simulation implementation in nursing, a lived example to contextualize the implementation process is missing from the literature. APPROACH: This article discusses the selection and implementation of virtual reality simulations in a nursing undergraduate program and lessons learned in the process. CONCLUSIONS: Nurse educators seeking such experiences for their students may benefit from the insights shared in this article.

Practical Implications of Online Learning with Nurses During Coronavirus Disease 2019.

This study explores how teaching practices were impacted by coronavirus disease 2019 (COVID-19) in a fully online nursing program. In-depth interviews were conducted of faculty in an online nursing program. The findings of the study suggest that the COVID-19 pandemic was challenging for the faculty members, but still they considered it an opportunity for personal and professional growth; they used this disruption to humanize their teaching practices by focusing on self-care to support their students in the challenging times of a global pandemic. The members also mentioned institutional support was crucial for their perseverance, growth, and job satisfaction.