RESUMEN
BACKGROUND: Arts-based learning (ABL) strategies can enhance student learning in nursing education. Clinical postconference provides an opportunity to integrate these strategies. The purpose of this qualitative study was to understand student perspectives of ABL activities in clinical postconference and to explore the effect of ABL strategies during clinical postconference on nursing students' perceptions of their own practice. METHOD: This study was designed to reflect the critical attributes of ABL proposed by Rieger and Chernomas. Twenty-nine nursing students participated in six ABL activities during clinical postconference. Data were collected from student reflective papers. Inductive data analysis was used to derive themes. RESULTS: Four main themes emerged: (a) Developing New Perspectives, (b) Appreciating the Patient Experience, (c) Reflecting on Feelings and Growth, and (d) Recognizing the Value of ABL. CONCLUSION: ABL strategies integrated during clinical post-conference facilitate student learning by actively engaging students in reflection of professional practice and developing empathy. [J Nurs Educ. 2018;57(9):549-553.].
Asunto(s)
Arte , Bachillerato en Enfermería , Aprendizaje , Adulto , Actitud del Personal de Salud , Femenino , Humanos , Masculino , Pautas de la Práctica en Enfermería , Investigación Cualitativa , Autoimagen , Adulto JovenRESUMEN
BACKGROUND: Failure on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) is a devastating experience. Most research related to NCLEX-RN is focused on predicting and preventing failure. Despite these efforts, more than 20,000 nursing school graduates experience failure on the NCLEX-RN each year, and there is a paucity of literature regarding remediation after failure. METHOD: The aim of this article is to describe an individualized tutoring approach centered on establishing a trusting relationship and incorporating two core strategies for remediation: the nugget method, and a six-step strategy for question analysis. RESULTS: This individualized tutoring method has been used by three nursing faculty with a 95% success rate on an NCLEX retake attempt. CONCLUSION: Further research is needed to identify the elements of this tutoring method that influence success. [J Nurs Educ. 2017;56(12):758-761.].
Asunto(s)
Evaluación Educacional , Licencia en Enfermería , Tutoría/métodos , Poder Psicológico , Estudiantes de Enfermería/psicología , Logro , Bachillerato en Enfermería , Docentes de Enfermería/psicología , Humanos , Relaciones Interpersonales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados UnidosRESUMEN
Medication administration is an essential nursing competency as calculation difficulties can lead to serious medication errors. Nurses involved in staff education need to be aware of methods to assess for computation difficulty and develop strategies for nurses to improve their computation abilities. The purposes of this quasi-experimental pilot study were to assess the medication calculation skills of nurses and nursing students and to determine the effectiveness of teaching strategies aimed at improving these skills.