Nursing Students' Home Care Learning Delivered in an Innovative 360-Degree Immersion Experience.

BACKGROUND: Health care is delivered to patients in the community, frequently in their own homes. New graduates need to be prepared for this unique nursing role to care for patients in the home health setting. PURPOSE: The purpose of this study was to assess student satisfaction with an innovative pedagogy to teach home health nursing using an immersion experience. The immersion experience delivered the home health nursing activity using 360-degree footage and zoom in pictures presented via a web platform. METHODS: This study used a descriptive cross-sectional design with convenience sampling of 81 nursing students enrolled in the third semester of an associate degree program. Data were collected through an online survey eliciting anonymous feedback. RESULTS: Participant feedback revealed this new pedagogy engaged nursing students and received overwhelmingly positive responses. A review of student feedback through written comments provided further support that this immersion experience exceeded expectations. CONCLUSION: The 360-degree immersion home care experience provided problem-based learning that positively impacted student self-reported satisfaction and perceived learning.

Escape Room Teaching Pedagogy in the Didactic Learning Environment for Nursing.

BACKGROUND: Nursing students are diverse in their levels of experience, preferred teaching styles, and levels of engagement. This poses a challenge for nurse educators to deliver meaningful classroom activities. PROBLEM: Learning activities should promote analysis of data in the classroom that translates into the clinical practice arena. While escape room teaching methodology has been implemented in simulation, it has had minimal use in the classroom. APPROACH: The escape room teaching methodology for the classroom was developed combining case study, audience response system, and group work activities. The escape room was created for teaching content for care of the patient with myocardial infarction and implemented into the didactic learning environment. OUTCOMES: Students provided positive feedback for this new teaching methodology. CONCLUSIONS: Escape room methodology can be applied to many content areas within the didactic learning environment.

Adjunct Nurse Faculty Demographics and Intent to Stay Teaching.

Adjunct nurse educators have become a primary facilitator of students' clinical learning in nursing education. However, studies are lacking as to variables that correlate with their intent to stay teaching. This study examined demographic variables that had an impact on adjunct clinical educators' decisions about whether to leave a teaching position in an associate degree nursing program. Full-time employment in addition to teaching as an adjunct faculty member predicted intent to leave the role. Measures to improve adjunct nurse faculty intent to stay are included.

Promotion of Nursing Student Civility in Nursing Education: A Concept Analysis.

PURPOSE: Substantive research into the development of civility within nursing education is long overdue. Behaviors learned by nursing students while in the school of nursing transfer to the work environment and culture of nursing. This paper reveals a concept analysis of civility within nursing education using Rodgers' evolutionary concept analysis method. CONCLUSION: Civility is defined to provide clarity for the current terminology of civility within nursing education. Nurse educators must set socially acceptable behavioral expectations in the learning environment, establishing positive interpersonal relationships with students, maintaining moral and academic integrity, and role model civil behaviors. Suggestions are included to help nurse educators outline acceptable behaviors in the learning environment and promote the development of civility. PRACTICE IMPLICATIONS: The development of civil behaviors in nursing students will carry into professional practice after graduation. Civility is necessary to establish meaningful interpersonal relationships, supportive communication, and optimum learning environments to ensure quality patient care with optimum outcomes. Woodworth.

Innovative point assignment for clinical attendance in an associate degree program.

Students gain experience and meet learning outcomes through clinical experiences in health care settings. However, increased student absences threatened the completion of these outcomes within the associate degree in nursing program. In response to increased student absences, and faculty maintenance of fair expectations of all students, a pilot project was developed to initiate an innovative clinical point assignment system. Within this pilot project, students earned points for attending clinical experiences as part of the total points earned for the course. Alternative options, challenges, opportunities, and the evaluation of the new clinical point assignment system are revealed. This pilot project greatly reduced absences, eliminated make-up days, and resulted in cost savings to the college.

End-of-Life Dreams and Visions: A Qualitative Perspective From Hospice Patients.

End-of-life dreams and visions (ELDVs) are well documented throughout history and across cultures with impact on the dying person and their loved ones having profound meaning. Published studies on ELDVs are primarily based on surveys or interviews with clinicians or families of dead persons. This study uniquely examined patient dreams and visions from their personal perspective. This article reports the qualitative findings from dreams and visions of 63 hospice patients. Inductive content analysis was used to examine the content and subjective significance of ELDVs. Six categories emerged: comforting presence, preparing to go, watching or engaging with the deceased, loved ones waiting, distressing experiences, and unfinished business.

Nursing student clinical shift completion as a predictor of NCLEX failure.

As competition for clinical sites increases, hospitals and nursing schools report the use of nontraditional student placements such as one 12-hour clinical shift; that was an option offered by the author's school. The author discusses implementation of 12-hour shifts and compared NCLEX fail rates of students on one 12-hour shift with students who had 2 weekly 6-hour shifts.

A group orientation model for new graduate nurses.

A local hospital implemented a unique, fiscally resourceful orientation strategy constructed by a nursing faculty professor designed to accommodate the needs of the graduate nurse (GN) in making the transition from academia to practice. The nurse faculty provided a reliable "hands-on" small group orientation to four new graduates simultaneously. This group orientation strategy provided these GNs with a preceptor, mentor, and role model to assist in their transition.