How the NMC quality standards assure nursing and nursing associate education.

Emeritus Professor Alan Glasper, University of Southampton, discusses the new processes used by the Nursing and Midwifery Council to ensure that all programmes leading to registration are fit for purpose and award.

Lecturers' reflection on the three-part assessment discussions with students and preceptors during clinical practice education: A repeated group discussion study.

Assessment of students' learning and achievement requires active involvement of participating students, preceptors and lecturers. The lecturers have overall responsibility for both the content of the assessment and students' learning. The aim of the present study was to investigate lecturers' reflections on the mid-course discussion and final assessment that are part of nursing students' clinical practice education. The design was descriptive and had a qualitative approach. Repeated group discussions were undertaken with 14 lecturers at two university campuses in Norway. Five categories were identified: preparing for the three-part discussion, creating a collaborative atmosphere, facilitating student learning, verifying student learning, using the assessment tool to create the assessment discussion; one theme emerged: 'being able to see and justify students' learning processes'. Lecturers' reflections on both assessment discussions and students' learning proceeded from a clear pedagogical viewpoint.

Eradicating Barriers to Advancement From RN to BSN: An Exploratory Study.

BACKGROUND: To improve the quality of patient care, the Institute of Medicine has called for eliminating barriers to academic progression for nurses. Despite this call, nurses who matriculate from institutions that lack national nursing-specific accreditation are denied admission to advanced degree programs. METHOD: Within an online RN-to-baccalaureate nursing (BSN) program, the performance of students who matriculated from institutions lacking discipline-specific accreditation was compared with student performance representative of programs holding discipline-specific accreditation. The bases for comparison were grade point average (GPA), on-time completion rate, and academic withdrawal. RESULTS: Students admitted from institutions lacking national nursing accreditation had a higher on-time completion rate and a lower GPA than comparison groups. Differences in GPA were statistically insignificant (p > .05). Evidence regarding withdrawals was insufficient for adequate comparisons. CONCLUSION: Admission policies that deny education opportunities to candidates from institutions lacking national nursing accreditation may create unwarranted barriers to educational advancement. [J Contin Educ Nurs. 2019;50(1):15-19.].

The final NMC standards for the education of nursing associates.

Emeritus Professor Alan Glasper, from the University of Southampton, discusses the recently published set of educational standards for the training of nursing associates in England.

Assessing the Construct Congruence of the RN Comprehensive Predictor and NCLEX-RN Test Plan.

BACKGROUND: The 2013 NCLEX-RN® test plans specified an underlying general entry-level nursing ability encompassing all the tested specific categories and subcategories, as indicated by a second-order factor structure. This study attempted to verify this hierarchical factor structure in real data. METHOD: Data from the RN Comprehensive Predictor® 2013 assessment, developed by Assessment Technologies Institute using the 2013 NCLEX-RN test plans, were used to test the entry-level nursing ability second-order factor structure by a confirmatory factor analysis technique. RESULTS: The results indicated a good fit of the proposed factor model to the RN Comprehensive Predictor 2013 assessment data. CONCLUSION: The verified second-order factor structure provides evidence for the existence of the general entry-level nursing ability, which has important theoretical implications to the development and testing of a nursing instrument or theory in nursing science research. In addition, the verified congruent factor structure provides strong evidence for the construct validity of the RN Comprehensive Predictor 2013 assessment. [J Nurs Educ. 2017;56(7):412-419.].

Writing Development in Associate Degree in Nursing-to-Baccalaureate Degree in Nursing Students: Moving Out of the Comfort Zone.

BACKGROUND: The nursing profession has made several unsuccessful attempts to differentiate practice between nurses with associate degrees and baccalaureate degrees entering the workforce. Writing competency has been identified as one potential area of differentiation. METHOD: A descriptive, qualitative research design was used to explore Associate Degree in Nursing-to-Baccalaureate Degree in Nursing (ADN-to-BSN) graduates' perceptions of scholarly writing development in their baccalaureate studies. Nine recent graduates from a public college of nursing participated in semistructured interviews. RESULTS: Findings from content analysis revealed three phases of awareness in development of a scholarly writer: being a scholarly writer, assessing writing abilities, and connecting to practice. CONCLUSION: The study findings provide insight into competencies that could differentiate practice between ADN and BSN nurses entering the workforce. Although this study aimed to find out how ADN-to-BSN students are shaped as writers, findings suggest that the experience of learning to write may also be shaping students as professional nurses. [J Nurs Educ. 2017;56(3):182-185.].

Nurse associate plan is seen by many as a cheap labour bid.

We do not think that we have ever read such a misleading press release as was issued by Health Education England (HEE) on its consultation over the new nursing associate role.

Best practices for creating social presence and caring behaviors online.

AIM: To identify best practices and evidence-based strategies for creating an online learning environment that encompasses caring behaviors and promotes social presence. BACKGROUND: Faculty who teach online classes are challenged to create a sense of social presence and caring behaviors in a virtual world in which students feel connected and part of the learning environment. METHOD: To extrapolate evidence to support best practices, a review of literature was conducted focused on social presence and caring online. RESULTS: Faculty messages that are respectful, positive, encouraging, timely, and frequent foster social presence and caring behaviors while also allowing for caring interactions, mutual respect, and finding meaning in relationships. CONCLUSION: A variety of measures to emulate caring online intertwine with social presence to promote a sense of caring and belonging. More research is needed to support the evidence for these strategies.

Reliability and validity testing of the Creighton Competency Evaluation Instrument for use in the NCSBN National Simulation Study.

AIM: The Creighton Competency Evaluation Instrument (CCEI) was modified from an existing instrument, the Creighton Simulation Evaluation Instrument, for use in the National Council of States Boards of Nursing National Simulation Study (NCSBN NSS). BACKGROUND: The CCEI was developed for the NCSBN NSS for use as the evaluation instrument for both simulation and traditional clinical experiences in associate and baccalaureate nursing programs. METHOD: Five nursing programs assisted with reliability and validity testing of the CCEI. Using a standardized validation questionnaire, faculty rated the CCEI on its ability to accurately measure student performance and clinical competency. Videos scripted at three levels of performance were used to test reliability. RESULTS: Content validity ranged from 3.78 to 3.89 on a four-point Likert-like scale. Cronbach's alpha was > .90 when used to score three different levels of simulation performance. CONCLUSION: The CCEI is useful for evaluating both the simulation and traditional clinical environments.

Baccalaureate outcomes met by associate degree nursing programs.

In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs. Those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice. The 67 outcomes that were not met were in the categories of liberal education, organizational and systems leadership, evidence-based practice, healthcare policy, finance and regulatory environments, interprofessional collaboration, and population health. This research provides important evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum.

A comparison of professional value development among pre-licensure nursing students in associate degree, diploma, and bachelor of science in nursing programs.

AIM: The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs. BACKGROUND: Concerns have been raised about whether professional values to guide nursing practice are consistently instilled within nursing education programs. METHOD: Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample. RESULTS: ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance. CONCLUSION: Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process.

Early Indicators of NCLEX-RN performance.

Health Education Systems Incorporated (HESI(™)) test results, course grades, and National Council Licensure Examination-Registered Nurse (NCLEX-RN(®)) outcomes of students in an associate degree nursing program at a midwestern public university were investigated. Statistical analysis revealed that introductory Fundamentals HESI test scores, more than either comprehensive HESI Exit Exam scores or other specialty HESI test scores, significantly predicted NCLEX-RN outcomes in this study (p < 0.05), while controlling for grade point average and high school percentile rank. In addition, of the general education courses and the nursing courses in the associate nursing program examined, Pediatric Nursing, Medical-Surgical Nursing, and Maternity Nursing course grades were found most statistically significantly influential of all the HESI test scores (p < 0.01).

Program length: does extended length equal quality?

This column provides information on accreditation for nursing programs of all types. Readers may submit questions to the National League for Nursing Accrediting Commission. General questions of interest to a wide audience will be addressed in this column, whereas more specific questions or those requiring confidentiality will be answered directly.

Predictors of students' success in community college nursing programs.

Many conceptual models have been applied in the investigation of college retention of nursing students. We tested a model that specifies four general constructs as predictors of student success in nursing education-dispositional factors, career value factors, situational factors, and institutional factors. The purpose of this article is to describe predictors of nursing students' success, specifically: (a) What factors predict success of nursing students graduating from community colleges in California? and (b) What factors predict success of nursing students graduating on time from community colleges in California? The study design was correlational and descriptive in nature, with a convenience sample of six intervention colleges and six matched-pair control colleges. Results of the logistic regressions indicated on-time and any-time graduations were predicted by higher grade point averages in prenursing and science. Higher prenursing grades are positive predictors of graduation; improvements in performance prior to commencing nursing education should improve student success.

Self-esteem among German nurses: does academic education make a difference?

Self-esteem is not typically associated with the nursing profession. However, the concept is indispensible for job satisfaction and good-quality patient care. Many healthcare systems are confronted with declining numbers of qualified nurses, and desperately seek suitable strategies to recruit and retain sufficient trainees and junior staff. This investigation examined self-esteem in 212 German nurses using the Rosenberg Self-Esteem Scale. Nurses with an academic degree displayed a statistically significant higher level of self-esteem than nurses without academic education (P < 0.01). The type of professional training may therefore have a direct effect on the self-esteem, thus offering a myriad of potential benefits to both nurses and patients. Self-esteem is a quality relevant to this profession and, as such, the findings of research in this area should be reflected in the design of nurse training curricula.

Predicting NCLEX-RN Success: the Seventh Validity Study HESI Exit exam.

The findings of six previously conducted studies indicated that the HESI (E) was highly accurate in predicting NCLEX-RN success. The purpose of this study-the seventh study to investigate the validity of the E-was to examine the accuracy of three parallel versions of the Ein predicting licensure success and to describe program practices regarding E benchmark scores, remediation programs, and retesting policies. The findings of this study again indicated that the E was highly accurate in predicting NCLEX-RN success. Additionally, all three versions of the E were found to have a predictive accuracy above 90%. The most common E benchmark score designated by faculty at the participating schools was 850, and most schools required students to retest with different versions of the E until the faculty-designated E benchmark score was achieved. Remediation seemed to be effective in raising students' E scores, and it was recommended that future research investigate the effectiveness of specific remediation strategies.

Differentiated essential competencies: a view from practice.

This article describes the results of strategies to elicit views of practicing nurses by the Texas Board of Nursing regarding competencies expected of new graduate licensed vocational nursing/LPN, associate degree/diploma, and baccalaureate nurses. The implications of these perceptions regarding the competencies expected of new graduates in Texas are considered, with questions posed for future exploration.

A conceptual model to support curriculum review, revision, and design in an associate degree nursing program.

In light of declining NCLEX-RN first-write pass rates and the National League for Nursing call to transform nursing education, faculty at an associate degree nursing program in the southeastern United States began the process of intensive critique of its curriculum and program outcomes. Based on in-depth analysis and assessment of program outcomes, a conceptual framework was created to guide curriculum revision, development, and implementation processes. The framework serves as a guide for ongoing and systematic curriculum review and revision based upon evaluation findings. The basis of the conceptual framework was the result of an extensive literature review and an incorporation of the faculty-created philosophy.