Nursing Students' Perceptions of Racism in Nursing and Health Care.

BACKGROUND: Due to the dearth of literature regarding teaching racism in health care and the commitment of nursing organizations to address racism in health care, this project examined nursing students' perceptions of racism in nursing and health care to identify effective teaching strategies for addressing racism in curricula. METHOD: This study used a mixed-methods pre- and postintervention design to examine multiple methods of teaching nursing students about racism in health care. Frequencies, descriptive statistics, and content analysis were used to analyze data. RESULTS: Sixty-six graduate and undergraduate students participated in the study. Mean responses on a postintervention survey increased for all but one item. Content analysis of student-guided reflective journal entries yielded four themes: uncomfortable topic yet necessary to discuss, new awareness, courage to advocate, and application to practice. CONCLUSION: Effective teaching methods to address this issue include open discussions, storytelling, and case studies. [J Nurs Educ. 2023;62(10):563-569.].

A Comparison of Haitian and American Bachelor of Science in Nursing Students' Perceptions of Cigarette Smoking and E-Cigarette Use.

ABSTRACT: Cigarette smoking is a global health epidemic, and smoking along with electronic nicotine delivery systems use or vaping are on the rise. Despite the effectiveness of smoking cessation strategies, healthcare providers and nursing students do not routinely recommend these strategies for patients who are smokers. This study compares the perceptions of smoking and vaping between two groups of baccalaureate degree nursing students from Haiti and the United States. The study was influenced by contemporary and past studies showing that more young people are drawn into smoking and vaping despite the prevalence of antismoking policies and awareness campaigns. In this descriptive study, surveys were used to collect data to determine the differences between the two country's nursing students on their perception of smoking and vaping. The findings indicated that, despite greater usage, the students from the United States had a higher perception of the health implications of cigarette smoking and vaping compared with those from Haiti. On the basis of the findings of this study, collaborative pedagogical research opportunities among international nursing education programs can further curriculum development to foster growth and development of future global health practitioners.

Immersing students in family-centered interprofessional collaborative practice.

The goal of interprofessional education (IPE) is to improve outcomes and experience of healthcare services for patients and families through collaborative practice. While patients and families may participate in IPE experiences as recipients of healthcare services, their perspective on students' emerging collaborative skills is rarely sought. We describe a pediatric IPE activity in which participating families rated students' performance of the targeted interprofessional collaborative competencies. We asked whether family ratings would be consistent with student self-ratings and independent observer ratings. Participants were 40 interprofessional pre-licensure student teams representing physical therapy, occupational therapy, nursing, and speech-language pathology. Each team developed a joint assessment plan, conducted a 1-h play-based observation of a child, 30 months of age or under, and interviewed an accompanying parent/caregiver. Quantitative rating scale data indicated consistency between family, student and independent observer ratings of interprofessional collaborative skills displayed by the students. Qualitative data suggested that students gained a better understanding of ways in which an interprofessional team can provide effective family-centered care. Our results suggest that patient/family feedback can provide a useful measure of the effectiveness of IPE activities and should be included in such activities targeting interprofessional collaborative competences across settings and patient populations.

Simulation With Debriefing and Guided Reflective Journaling to Stimulate Critical Thinking in Prelicensure Baccalaureate Degree Nursing Students.

BACKGROUND: Simulation and guided reflective journaling have been identified as effective teaching and learning methods to develop critical thinking (CT) and clinical reasoning skills in nursing students. METHOD: A descriptive correlational design was used to determine the relationship between CT and level of reflection using the Holistic Critical Thinking Skills Rubric (HCTSR) and the level of reflection on action assessment (LORAA), respectively, to evaluate 23 baccalaureate student-guided reflective journal entries after a simulation exercise with guided debriefing and after two subsequent clinical experiences. RESULTS: A statistically significant positive relationship (p < .01) was found between mean HCTSR and LORAA scores on all three journal entries, but no relationship to CT during simulation or on standardized test scores. The results also indicated support for use of the guided reflection after significant learning experiences. CONCLUSIONS: The LORAA and the HCTSR are effective measures of level of reflection and CT to evaluate learning from simulation and clinical experiences. [J Nurs Educ. 2016;55(11):645-650.].