Making group work gratifying: Implementing and evaluating a three-stage model of group processes in an online nursing course.

BACKGROUND: Teamwork skills are important professional competencies; teaching them can be challenging in online nursing education. PURPOSE: To describe the implementation of a three-stage model for successful group processes in an asynchronous online course and evaluate its effectiveness. METHODS: The three-stage model for group work was used to identify students' needs and concerns, and adaptations to the model were made to reflect specifics of the online environment. Prior to the beginning of the course, the faculty created guidelines and instructions for a group project, recorded a video explaining the benefits of group work, and provided a variety of resources. Faculty monitored and supported online group processes through all stages of group work. At the end of the course, 135 students completed an evaluation survey. Student responses were aggregated by frequent comments. RESULTS: Most students described their group work experience as positive and enjoyable. Students reported learning a wide range of teamwork skills. All students recognized that group work skills are directly applicable to their future nursing practice. CONCLUSIONS: It is possible to make online group projects successful and gratifying for students with appropriate evidence-based course design and carefully planned facilitation of group processes.

Curriculum and teaching methodologies that effectively refine DNP students' project proposals.

BACKGROUND: Despite early and continuing development of guidelines and frameworks by scholars and others, including AACN, to streamline the DNP project process, incorporation of DNP project resources into educational practice remains impeded. PURPOSE: To share a curricular innovation and specific teaching methodologies aimed at refining DNP students' project proposals. METHODS: Faculty developed a new DNP project proposal course utilizing low stakes writing assignments with feedback to elevate student learning and performance. RESULTS: Midterm evaluation allowed students to provide feedback and faculty to make course or assignments changes. End-of-course evaluation score showed the new course was above the overall college mean. The new course was associated with an increased number of successful DNP project defenses over previous methods. CONCLUSION: Implementing a structured DNP project proposal course is a successful and sustainable strategy and results in a streamlined approach and a more manageable pathway to complete DNP projects.

Student perceptions of faculty caring in online nursing education: A mixed-methods study.

BACKGROUND: As the prevalence of online nursing education increased, so did the need for faculty to understand student perceptions of faculty behaviors that demonstrate caring and promote student success. Literature from both education and nursing journals supported this study. OBJECTIVES: Primary objectives were to identify how the value of caring is made visible in online learning, to understand how students prioritized faculty caring behaviors and to identify any significant differences in perceptions related to student demographics. A secondary objective was to provide professional development tools for faculty who teach nursing students in the online environment. DESIGN: Mixed methods. SETTING: A College of Nursing within a large public university in the Southeastern United States. PARTICIPANTS: One hundred and forty-one (141) nursing students pursuing graduate degrees (MSN or DNP) participated in the student survey and 15 participated in the focus groups/interviews; 28 faculty members responded to the survey. METHODS: A validated survey tool was used to identify how students prioritized faculty caring behaviors. Facilitator-led focus groups were used to gain additional insights. Faculty members were surveyed to compare faculty and student priorities. Descriptive and correlational analyses were performed. RESULTS: Graduate nursing students perceived a course that is well-designed, with clear instructions and communication, and a supportive environment, to be evidence of faculty caring. There were significant differences in student responses when analyzed by demographic characteristics such as gender and race. Student perceptions aligned with previous research on this topic; faculty and student perceptions differed in some areas. CONCLUSION: Quantifying graduate student perceptions about faculty caring behaviors provided information that is used for faculty professional development. Further research is needed to explore perceptions of faculty caring in different student populations. Multi-site studies to explore race and gender differences in perception are also recommended.

Building psychiatric advanced practice student nurse competency to conduct comprehensive diagnostic interviews using two types of online simulation methods.

BACKGROUND: Through innovative use of established technologies, online nursing programs can provide psychiatric mental health nurse practitioner (PMHNP) students with robust virtual experiences for learning professional competencies, including those involving psychomotor and affective domains. PURPOSE: To describe a virtual simulation teaching methodology using online text-based simulations of patient visits prior to a virtual standardized patient (SP) encounter in an asynchronous online course for PMHNP students. METHOD: Student learning experiences were framed by the Framework for the 21st Century Learning. Two types of online simulations were employed: (1) four text-based exercises, created with a testing tool in a learning management system, allowed students to practice the critical thinking processes behind diagnostic interviewing, and (2) a telehealth simulation with an SP, where students engaged the patient, conducted a diagnostic interview, and discussed the treatment plan with the patient. Following the telehealth simulation, students completed self-assessments, received individual feedback from the SP and clinical faculty, and discussed experiences in small groups. RESULTS: Students demonstrated professional competencies and developed self-awareness and self-efficacy through reflection and discussion. CONCLUSION: This teaching approach can potentially enhance learning and build greater career skills including conducting diagnostic interviews using therapeutic communication skills for patients with stigmatizing mental health conditions.

Students Experience Mass Casualty Nursing From the Patient Perspective in a Simulated Mass Casualty Exercise.

ABSTRACT: Life-saving response to mass casualty incidents (MCIs) requires education and training. Participation in an MCI full-scale exercise provided nursing students with a rare opportunity to experience a simulated disaster from the patient perspective to better understand the unique issues involved in mass casualty response. This innovative teaching approach enabled students to undergo triage and decontamination as victims of a chemical MCI and participate in a research study. We describe student feedback on this learning experience and the implications of incorporating a full-scale MCI for providing a patient perspective into nursing curricula.

Initiation of a nursing education curriculum with accessibility to all learners.

Over the last few decades, a surge in academic programs developed and offered through distance education has occurred. Educators have embraced course work and programs delivered through asynchronous online formats. The University of South Carolina College of Nursing designed a plan to assure online courses and course components would meet all federal, state and university mandates for materials to be accessible to all students, including those with disabilities. This effort assured that all courses met the Quality Matters standards for online excellence. The authors identified challenges involved, technologies that could facilitate this process, and a step-by-step plan and process which provided the positive outcome.

Using a Continuing Multimedia Case Study to Develop Critical Thinking and Empathy.

BACKGROUND: Critical thinking and empathy are essential elements in attaining competencies expected of Bachelor of Science in Nursing graduates. Our purpose is to describe the use of a continuing multimedia case study in a large online course, including the pedagogical framework, implementation, and impact on student learning. METHOD: We adapted qualitative analysis strategies to thematically analyze data from course assignments to demonstrate evidence of the development of critical thinking and empathy. RESULTS: Students reported a variety of critical thinking skills acquired through continuous examination of patient problems and completion of case study-based tasks. Students described changes in their emotions and attitudes toward the older adult patient in the case study and the population represented with empathy as the dominant emotion. CONCLUSION: The use of a continuing multimedia case study provided a successful platform for enhancing the learning of didactic content and the development of critical thinking and empathy. [J Nurs Educ. 2019;58(3):169-172.].

Using Debates to Teach Evidence-Based Practice in Large Online Courses.

BACKGROUND: To engage in evidence-based practice (EBP), baccalaureate nursing graduates' competencies must include locating, interpreting, appraising, and applying research findings. Faculty are challenged to find effective ways to incorporate this content in large online courses. METHOD: Faculty in a thriving college of nursing used interactive debates to teach EBP skills in a large (200+ students) online undergraduate course. RESULTS: Students remain highly engaged while practicing critical thinking, team-work, leadership, delegation, communication skills, and peer evaluation through participation in a series of faculty-facilitated online debates. CONCLUSION: Meticulous course organization and use of structured debates allows one instructor to teach skills for EBP, while keeping students engaged with each other, the instructor, and the material. Use of debates and the amount of engagement among students and faculty achieved could not be accomplished in a large face-to-face course.

Redesigning a graduate research course for evidence-based competencies.

Nursing research is critical to establish the science for the discipline and to provide a foundation for evidence-based practice. All nurses need to understand the research process and engage in research at the level for which they were prepared. The American Association of Colleges of Nursing has clearly outlined essential learning outcomes for each level of nursing education, including the competent application of research findings to clinical problems. This article describes the evolution of a graduate-level research course to provide master's level students with a sound foundational understanding of the research process, the innovation undertaken to address identified learning needs, and the important lessons learned.