Evaluation Model for Online Nursing Education (EM-ONE): Update to the Billings' Framework.

BACKGROUND: Distance education has progressed and transformed significantly since Billings first created a framework to assess practices and outcomes in web-based courses 20 years ago. This article presents the Evaluation Model for Online Nursing Education (EM-ONE), designed to reflect current best practices and provide recommendations for online nursing education. METHOD: Four databases were searched to source evidence for online educational practices that resulted in positive learner and programmatic outcomes. RESULTS: Essential components of modern distance education include: (1) curriculum and instruction tailored to the online community of learners; (2) preparation and support for both learners and faculty; and (3) effective user experiences in the online learning environment. CONCLUSION: Effective distance education practices ultimately prepare graduates who are competent for nursing practice. Retention and satisfaction of online learners are other key considerations for positive outcomes in distance-based programs. [J Nurs Educ. 2024;63(2):93-101.].

Promoting Competence in Nursing and Pharmacy Interprofessional Collaboration Through Telehealth Simulation.

ABSTRACT: Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t-tests showed statistically significant increases in scores for both the full IEPS (n = 99) and two subscales, Competency and Autonomy (n = 99) and Perception of Actual Cooperation (n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.

A Faculty Toolkit to Pilot Next Generation NCLEX-Style Exam Items in a Prelicensure Curriculum.

ABSTRACT: With the implementation of Next Generation NCLEX (NGN), many prelicensure nurse faculty feel unprepared to create examination items in the formats proposed. These formats are designed to meaningfully evaluate clinical judgment while providing learners experience with the NGN assessment format prior to their sitting for the licensure examination. This article presents one program's pilot of NGN-style exam items in three clinical courses. Resources created for faculty to successfully implement the pilot items, outcomes of the pilot, and future plans for full implementation are discussed.

Cultivating Clinical Judgment in Pharmacological Decision-Making Through Reflection on Practice.

BACKGROUND: Competent clinical judgment about pharmacological therapies by nurses is essential for safe medication outcomes. This study examined the impact of postclinical pharmacology-focused reflective debriefing sessions on clinical judgment in prelicensure senior nursing students. METHOD: A nonrandomized repeated measures design was used to compare clinical judgment of students who participated in an additional learning activity with students who did not. Data were collected using Lasater's Clinical Judgment Rubric. RESULTS: Within-groups analysis of variance demonstrated statistically significant increases in clinical judgment scores at mid- and late-semester timepoints for the entire cohort of participants (n = 128). However, analysis of covariance showed no statistically significant differences in the clinical judgment scores for the intervention (n = 62) and control (n = 66) groups. CONCLUSION: Clinical experiences provide opportunities for prelicensure students to develop clinical judgment about pharmacological therapies. Nurse educators must implement and evaluate strategies to foster this process. [J Nurs Educ. 2022;61(3):143-146.].

Pharmacology Goes Concept-Based: Course Design, Implementation, and Evaluation.

Although concept-based curricula are frequently discussed in the nursing education literature, little information exists to guide the development of a concept-based pharmacology course. Traditionally, nursing pharmacology courses are taught with an emphasis on drug class where a prototype drug serves as an exemplar. When transitioning pharmacology to a concept-based course, special considerations are in order. How can educators successfully integrate essential pharmacological content into a curriculum structured around nursing concepts? This article presents one approach to the design and implementation of a concept-based undergraduate pharmacology course. Planning methods, supportive teaching strategies, and course evaluation procedures are discussed.