Evaluation of a media literacy education program for sexual health promotion in older adolescents implemented in Southern universities.

OBJECTIVE: This study evaluated a media literacy education program designed for sexual health promotion, Media Aware, in southeastern universities. PARTICIPANTS: Participants included college students from four universities in the southeastern United States (n = 457). METHODS: Media Aware was implemented on college campuses either in a group setting, one-on-one setting, at a student event, or online only. Media Aware contains four sections on sexual health promotion including on how media messages influence sexual health, gender stereotypes and representations of romantic relationships, sexual violence, substance use, consent, sexual risk behaviors, contraception, STIs, and partner communication. RESULTS: Results indicated significant changes in intention to visit a healthcare provider for sexual health services, intention to use condoms and other forms of birth control, and awareness of Long Acting Reversible Contraceptives after participation in Media Aware. CONCLUSION: Future research should explore how to extend program impacts and use an experimental study design to assess between group differences.

Knowledge and perceptions of adverse childhood experiences (ACEs) among prelicensure nursing students.

OBJECTIVES: Adverse childhood experiences (ACEs) impact health outcomes in adulthood. Positive childhood experiences (PCEs) are associated with resiliency and improved mental and physical health outcomes. There is often a lack of content on ACEs in nursing education. The purpose of this project was to determine the knowledge and perceptions of ACEs and PCEs among prelicensure nursing students. METHODS: A mixed-method pilot study was implanted. Prelicensure nursing students received didactic instruction on ACEs and PCEs and completed online, anonymous ten-item pre- and post-surveys about knowledge on ACEs and PCEs. RESULTS: A positive percent change was observed with all ten statements from pre- to post-surveys. Six themes emerged from qualitative analysis, revealing the importance and benefits of education on ACEs and PCEs. CONCLUSIONS: This study shows that nursing students valued education regarding ACEs, were willing to incorporate their knowledge of ACEs into their practice, and discovered they might have been exposed to ACEs themselves. Implications for International Audience: All nursing programs must include content on ACEs and PCEs to prepare better nurses to care for patients.

Resilience and GRIT among undergraduate nursing students during the COVID 19 pandemic.

OBJECTIVES: Grit and resilience are related but separate concepts. Grit is a long-term commitment toward goals, and it impacts student success and academic achievement. Resilience is the ability of students to recover from stress. Both are important factors in nursing students. METHODS: This descriptive study included surveys measuring demographics, grit, and resilience among two cohorts of senior nursing students in their last semester and explored challenges and difficulties experienced during the COVID-19 pandemic. RESULTS: The mean grit score for all students was 4.0 (0.52) and the mean resilience score was 3.63 (0.73). Directed content analysis of the ten open-ended survey questions revealed three themes: Impact on Education, Personal Impact, and Coping Mechanisms. CONCLUSIONS: Grit and resilience are important factors that can contribute to success in nursing programs and as graduate nurses in the healthcare settings.

Assessing the Impact of Unfolding Case Study Scenarios during High-Fidelity Pediatric Simulation among Undergraduate Nursing Students.

Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students' self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students' confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman's ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.

The impact of telehealth objective structured clinical evaluations in intraprofessional nursing education: A mixed methods study.

BACKGROUND: Telehealth is an expanding modality of providing care. In 2018, the National Organization of Nurse Practitioner Faculties (NONPF) released a white paper encouraging the inclusion of telehealth into nurse practitioner education. It is important for nursing students to gain experience with telehealth so that they are prepared to provide care via telehealth. OBJECTIVES: The purpose of this project was to evaluate the impact of incorporating telehealth simulation into objective structured clinical examinations (OSCEs) in the family nurse practitioner (FNP) and bachelor of science in nursing (BSN) programs. SETTING: This study was conducted at a public, liberal arts university in a rural area of the Southeast United States. PARTICIPANTS: The FNP and BSN students participated in this study. The FNP program is a hybrid master's degree program, which has a two-year plan of study. The BSN program is a traditional campus-based program, which includes two years of upper-division nursing courses. METHODS: This mixed-methods study included a pre- and post-survey design utilizing both quantitative and qualitative measures to evaluate undergraduate and graduate nursing students understanding of and comfort with telehealth and their perceptions of a simulated intradisciplinary telehealth OCSE experience. RESULTS: Students' telehealth knowledge, skills, and confidence were improved after the telehealth OSCE experience. Directed content analysis of the responses revealed three themes: increased knowledge of telehealth, technical difficulties, and teamwork/communication. CONCLUSIONS: It is beneficial for both undergraduate and family nurse practitioner students to have exposure to telehealth in their respective curriculums.

The Use of Debates in an Online Nursing Course.

BACKGROUND: It is important to foster active participation in online graduate nursing courses through creative teaching strategies, such as virtual synchronous debates. METHOD: A free videoconferencing system was used to complete the virtual synchronous debates. Demographic information and survey data were obtained to assess the impact of an online debate on critical thinking and presentation skills. RESULTS: Seven of the 10 scored survey items had statistically significant differences in preimplementation and postimplementation ranked scores. Five qualitative themes were revealed: predebate anxiety/nervousness, technical issues/online format, learning experience, improved presentation skills, and group work. CONCLUSION: Through virtual synchronous debates, graduate nursing students can gain a stronger appreciation for ethical issues in health care, learn to succinctly convey their views, and increase their confidence in presenting a professional argument.

Assessing the Impact of a Preclinical Immersion on Nurse Practitioner Student Confidence for the Initial Clinical Experience.

BACKGROUND: It is important for faculty to prepare nurse practitioner students for their first clinical experiences to ensure student success. PURPOSE: The purpose of this project was to implement a preclinical immersion and determine student perceptions about this experience. METHODS: A half-day preclinical immersion was instituted at the beginning of the family nurse practitioner students' first clinical course. Demographic information and survey data were obtained before the preclinical immersion experience, after completion of the immersion experience, and during the last 2 weeks of the first clinical course. RESULTS: Students' ratings of their clinical skills and knowledge improved during the duration of the semester for 5 of the 7 items. Directed content analysis revealed 3 themes: understanding of clinical expectations, face-to-face interactions with faculty, and cognitive/emotional clinical perceptions. CONCLUSION: The use of preclinical immersion experiences may both practically and emotionally prepare students for graduate nursing clinical experiences.

Virtual Collaboration in Academia.

More nurses and nurse educators today are working distantly in different geographic locations from others, and this includes working from home or satellite locations (Poulsen & Ipsen, 2017). Can we work collaboratively in a purely distance relationship? In academia, collaboration between colleagues is common and often mandated. Being able to engage with others in a collegial manner is necessary, and in some instances the relationship may be purely virtual. This revolution in cognitive capability uses long-distance interactive technology and the structure of professional learning communities. Successful group collaboration is driven by high expectations, shared goals, professionalism, and peer accountability. Such collaboration may be viewed as involving a nonlinear theory of change, with multiple factors influencing processes and outcomes. Factors impacting success include academic considerations (professional goals, disciplinary expertise), nonacademic issues (personal preferences, financial factors), and the development of a culture of trust and collective leadership. Practical strategies to implement such virtual collaboration are discussed.

Self-efficacy and concerns of nursing students regarding clinical experiences.

BACKGROUND: It is important for nurses to provide safe, high-quality care for patients, and clinical experiences allow nursing students to integrate theory into practice. However, many students have anxiety about clinical rotations. OBJECTIVES: The concerns of nursing students about clinical experiences and factors relating to self-efficacy in a rural Bachelor of Science in Nursing (BSN) program were examined. DESIGN: This was a mixed-methods study, and students were surveyed prior to and at the end of their clinical experiences. SETTING: The study location is a public liberal arts university in the rural, southeast United States. PARTICIPANTS: Junior level students (first and second semester) and senior level students (first and second semester) levels of BSN students participated in this project. RESULTS: Qualitative themes were identified, including concerns regarding clinical competence, expectations of learning, aspects of patient/peer/instructor interactions, as well as learning strategies and preferences. The student's level of confidence regarding communication to patients and physicians, assessment of heart and lung sounds, interview skills, documentation, and discussion of nursing procedures increased significantly from pre to post-survey. Confidence levels in physical assessment skills rose significantly after the clinical experience (t' = -6.3718 with 140 df, p < .001). CONCLUSION: Strategies that nurse educators can use prior to, during, and after the clinical experience to address student concerns about clinical experiences include the use of caring, competent clinical instructors, orientation to clinical sites, laboratory and simulation days, self-reflection, peer-support, and debriefing.

Junior and Senior Nursing Students: A Near-Peer Simulation Experience.

BACKGROUND: Near-peer teaching is a form of peer-assisted learning with at least 1 year of difference between the groups of students. METHOD: A near-peer simulation allowed junior nursing students to obtain a focused history and assessment, administer medications, and provide patient education to senior students. Senior students provided performance feedback to the junior students. Faculty gave additional feedback and facilitated a group debriefing session. All students were asked to complete an anonymous online postsurvey. RESULTS: One hundred nine junior and senior students completed the immediate postsurvey. The mean score was 2.14, corresponding to the "agree" response. Nearly three quarters (73%) of the students indicated they agree or strongly agree that "the simulation provided a variety of ways to learn." Five themes emerged: Improved Confidence in Assessment Skills, Communication, Connecting Nursing Content, Peer Feedback and Interaction, and Awareness of Community Resources. CONCLUSION: Near-peer simulation is a beneficial teaching strategy for nursing students. [J Nurs Educ. 2020;59(1):54-56.].

Assessing the Impact of Telehealth Objective Structured Clinical Examinations in Graduate Nursing Education.

BACKGROUND: The National Organization of Nurse Practitioner Faculties supports the incorporation of telehealth in nurse practitioner (NP) education. PURPOSE: The purpose of this article is to describe the implementation of a no-cost telehealth simulation and its impact on students in their first NP clinical course. METHODS: Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). Students completed an online survey about the impact of telehealth OSCE simulation both before and after the simulation. RESULTS: The students' general understanding of the field of telehealth was significantly greater after the telehealth OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. CONCLUSION: The use of telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice.

Unconscious Weight Bias Among Nursing Students: A Descriptive Study.

There has been both an increase in obesity and anti-obesity bias in the United States. The Harvard Weight Implicit Association Test (IAT) is a reliable, valid test that can measure unconscious weight bias. First semester Bachelor of Science in Nursing (BSN) students were surveyed anonymously mid-semester and at the end of the semester after completing the Harvard Weight IAT. Sixty-nine out of 77 students completed pre- and post-surveys. Weight preference towards others was not shown to be related to the respondent's own self-reported body mass index (BMI). The majority of respondents exhibited more weight-related bias on the IAT than they realized. The three qualitative themes that emerged included Awareness of Personal Beliefs and Stereotypes, Reminder to be Impartial, and Skepticism about the IAT. It is important for undergraduate nursing students to be aware of possible unconscious weight bias in order to provide high-quality care to patients.

The Impact of Collaborative Testing in Graduate Nursing Education.

BACKGROUND: Collaborative testing is an educational strategy that allows students to work in teams when completing an examination. METHOD: Twenty-eight family nurse practitioner students took four course examinations individually and collaboratively. Five comprehensive questions were included on the fourth examination. A survey was administered at the end of the course, with permission. RESULTS: All collaborative test scores were higher than the traditional test scores (traditional mean range = 80.78 [8.53] to 84.07 [7.41], collaborative mean range = 93.54 [3.77] to 94.07 [2.80], all p values < .001). Students did not demonstrate significant changes in mean scores for cumulative content on test four. Directed content analysis revealed four themes: Enhanced Understanding of Content, Collaboration With Classmates, Socialization, and Improved Grades. CONCLUSION: In graduate nursing education, collaborative testing may be an effective strategy to improve teamwork and communication skills, enrich relationships, and enhance critical thinking. [J Nurs Educ. 2019;58(6):357-359.].

Student Perceptions Regarding Collaborative Intraprofessional Nursing Education.

BACKGROUND: Teamwork is an important factor in the provision of high-quality health care. There is a lack of research on collaboration between nursing students at different program levels. PURPOSE: The purpose of this project was to determine student perceptions about collaborative learning activities between prelicensure BSN and MSN students. METHODS: Community assessments by BSN students identified health needs and issues for 6 underserved populations. Online MSN students used these assessments to create low-literacy patient education pamphlets. In turn, BSN students provided educational sessions at community sites using the pamphlets. Both groups completed presurveys and postsurveys assessing their perceptions of collaborative learning. RESULTS: There were statistically significant differences between the respondent groups for 3 survey questions about how this project helped prepare them for future practice and professional collaboration. Eight qualitative themes were identified. CONCLUSION: Although desiring more face-to-face interaction between groups, students reported that collaboration was important.

Knowledge, Attitudes, and Experience With Advance Directives Among Prelicensure Nursing Students.

BACKGROUND: End-of-life decision making can be distressing for nursing students, and the purpose of this investigation was to assess undergraduate nursing students' knowledge, attitudes, and experiences with advance directives. METHOD: One hundred sixty-six Bachelor of Science in Nursing students at four different program levels were surveyed about their knowledge, personal and professional experience, and personal and professional attitudes regarding advance directives. RESULTS: There was a statistically significant progression of knowledge from the junior 1 to the senior 2 semesters. In addition, there was a statistically significant difference in personal attitudes about advance directives by progressive semesters, in personal and professional attitudes between White/Caucasian and Black/African American students, and in knowledge of advance directives and professional attitudes between students 18 to 25 years old and those 26 years and older. CONCLUSION: It is important that nursing students are exposed to advance directives in the prelicensure curriculum to prepare them for their role as professional nurses. [J Nurs Educ. 2018;57(1):35-39.].

Use of Service-Learning to Teach Health Literacy with Online Graduate Nursing Students.

To meet Healthy People 2020 goals, health literacy must be included in health care program curricula. In a fully online graduate nursing course, an innovative service-learning activity asked students to collaborate in the creation of low-literacy patient education pamphlets for practice partners at a community rehabilitation facility. Involvement with community stakeholders such as support groups and interprofessional team members enhanced interdisciplinary educational outcomes. Through this innovative project-based activity, students were able to meet the clinical education and decision support needs of rehabilitation patients while translating academic coursework to support actual community needs.

Student Perceptions and Acceptance of Mobile Technology in an Undergraduate Nursing Program.

Mobile technology allows healthcare students to access current evidence-based resources. The purpose of this study was to evaluate the student experience of implementing point-of-care (POC) smartphone applications in a first-semester undergraduate nursing program. Teaching methods included using case studies in the laboratory to familiarize students with the apps. At community screening sites, evidence-based guidelines were referenced when students discussed screening results with patients. Surveys were administered prior to implementing this innovation and after the students utilized the apps in direct patient interactions. Survey results were analyzed to evaluate student perceptions and acceptance of mobile technology. Students felt that healthcare smartphone apps were a helpful and convenient way to obtain evidence-based clinical information pertinent to direct care settings. Over 90% of students planned to continue using healthcare smartphone apps. In conclusion, healthcare smartphone apps are a way for students to become comfortable accessing evidence-based clinical resources. It is important to encourage students to use these resources early in the curriculum. Community screenings are an independent health promotion activity which assists in the attainment of health equity and fosters nursing leadership.

Use of Smartphones With Undergraduate Nursing Students.

BACKGROUND: It is important for nursing students to become comfortable with accessing point-of-care technology to support provision of safe, evidence-based care to patients. METHOD: Smartphone applications (apps) were introduced into community screening settings in a first-semester undergraduate nursing health assessment course. The apps provided information about body mass index, as well as United States Preventive Services Task Force-recommended preventive services using the Agency for Health Research and Quality electronic preventive services selector app. Classroom activities prepared students using mock cases and real data, and evidence-based guidelines were used when counseling patients about individual results. RESULTS: Smartphone apps were well accepted by students and allowed students to transfer learning from the classroom and laboratory to the community setting. CONCLUSION: Smartphone apps promote active learning and the long-term retention of knowledge. This community-based activity supports the validity of independent health promotion activities in nursing practice. [J Nurs Educ. 2016;55(7):411-415.].