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1.
J Nurs Educ ; 60(1): 48-51, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33400809

RESUMEN

BACKGROUND: The COVID-19 pandemic impacted all aspects of health care, including nursing education. Senior nursing students saw the elimination of in-person clinical opportunities in the final months prior to graduation as health care facilities restricted access to essential personnel in an effort to minimize transmission of the virus and conserve personal protective equipment. METHOD: To fulfill course requirements, faculty created a COVID-19 assignment that implored students to research the most current infection control recommendations for COVID-19 and to describe the impacts of the virus on nursing care, patients, families, interdisciplinary collaboration, and public safety. RESULTS: The COVID-19 assignment fostered clinical reasoning and encouraged personal reflection with application to practice. Students reported that the assignment greatly enhanced knowledge and awareness of COVID-19. CONCLUSION: This assignment was beneficial for transition to practice in the midst of a pandemic, and it can be easily replicated for any future emerging health care topic that may affect nursing education. [J Nurs Educ. 2021;60(1):48-51.].


Asunto(s)
Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Enseñanza/organización & administración , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
2.
J Nurs Educ ; 60(1): 52-55, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33400810

RESUMEN

BACKGROUND: This article describes one school's process to maintain their undergraduate nursing simulation program during campus closure and clinical placement suspension due to the COVID-19 pandemic. METHOD: After the campus closure, faculty replaced clinical hours with simulation using virtual clinical education such as telehealth with standardized patients (SPs), virtual simulations using commercial products, and virtual faculty skills instruction. RESULTS: Using virtual clinical education and SP-based telehealth simulations provided an alternative for 50% of the required direct patient care hours. Virtual simulation accounted for 18,403 clinical hours completed by 244 students. CONCLUSION: Preparation for emergencies that force campus and clinical site closures should include processes to provide virtual simulation and remote simulations with SPs to replace clinical hours. Planning for the impacts of COVID-19 on the operation of this school of nursing highlights the importance of having a detailed plan to address campus closure due to emergencies. [J Nurs Educ. 2021;60(1):52-55.].


Asunto(s)
Bachillerato en Enfermería/organización & administración , Docentes de Enfermería/psicología , Entrenamiento Simulado/organización & administración , California/epidemiología , Curriculum , Educación a Distancia , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Facultades de Enfermería/organización & administración , Telemedicina
3.
Nurs Educ Perspect ; 42(1): 44-45, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-32195793

RESUMEN

ABSTRACT: VoiceThread, a cloud-based social media tool, was used to create a sense of community in an undergraduate blended nursing leadership course. The purpose of this quasi-experimental study was to explore the use of VoiceThread to build a community of inquiry. The Community of Inquiry and IDEA surveys were completed by 163 students enrolled in an undergraduate nursing leadership course within an RN-BS curriculum. Results indicated using VoiceThread increased student-perceived teacher excellence, supported social presence and teacher presence, and promoted a community of inquiry.


Asunto(s)
Educación a Distancia , Bachillerato en Enfermería , Estudiantes de Enfermería , Curriculum , Humanos , Investigación en Educación de Enfermería
4.
J Nurs Educ ; 59(10): 570-576, 2020 Oct 01.
Artículo en Inglés | MEDLINE | ID: mdl-33002163

RESUMEN

BACKGROUND: In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond. METHOD: Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale. RESULTS: There were significant improvements in scores on all scales following the program (p = .000). CONCLUSION: The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10):570-576.].


Asunto(s)
Infecciones por Coronavirus/prevención & control , Educación a Distancia/organización & administración , Educación en Enfermería/organización & administración , Relaciones Interprofesionales , Pandemias/prevención & control , Neumonía Viral/prevención & control , Telemedicina/organización & administración , Adulto , Infecciones por Coronavirus/epidemiología , Curriculum , Femenino , Humanos , Masculino , Modelos Educacionales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Neumonía Viral/epidemiología , Estudiantes de Enfermería/psicología , Estudiantes de Enfermería/estadística & datos numéricos , Estados Unidos/epidemiología , Adulto Joven
5.
Soins ; 65(846): 16-19, 2020 Jun.
Artículo en Francés | MEDLINE | ID: mdl-33012411

RESUMEN

Nurse training was profoundly remodelled following publication of the 2009 reference framework. Signalling the entry into the bachelor-master-doctorate system, and likewise the academisation process, this document modified training engineering, teaching approaches, partnerships and organisations. Interprofessional collaboration has become essential.


Asunto(s)
Educación en Enfermería/organización & administración , Francia , Humanos , Relaciones Interprofesionales , Investigación en Educación de Enfermería
6.
Soins ; 65(846): 20-22, 2020 Jun.
Artículo en Francés | MEDLINE | ID: mdl-33012412

RESUMEN

For 70 years, nurse training has been regularly reformed as knowledge and practices evolve. The 2009 reform is part of a professionalisation approach, with training supported by university. More than ten years after it came into force, the analysis of incidents encountered by students during clinical internships highlights two training points that need to be reinforced: acquisition of clinical reasoning and construction of a nursing identity.


Asunto(s)
Educación en Enfermería/organización & administración , Internado y Residencia , Estudiantes de Enfermería/psicología , Humanos , Investigación en Educación de Enfermería , Universidades
7.
Soins ; 65(846): 23-25, 2020 Jun.
Artículo en Francés | MEDLINE | ID: mdl-33012413

RESUMEN

The terms for recruiting nursing students changed in 2018 in favour of Parcoursup, putting an end to the entrance exam. The first class recruited via this national platform took its first steps in training in September 2019. The enthusiasm of young people for the sector was very high, leading to a modification of the rules for 2020-2021.


Asunto(s)
Educación en Enfermería/organización & administración , Criterios de Admisión Escolar , Estudiantes de Enfermería/psicología , Adolescente , Emociones , Humanos , Investigación en Educación de Enfermería
8.
Soins ; 65(846): 29-31, 2020 Jun.
Artículo en Francés | MEDLINE | ID: mdl-33012415

RESUMEN

With the 2009 reference frame, the internship became a clinical apprenticeship. It is not up to the supervisors in the departments and in the training environment to assess the student, but the tutor. Disparities in learning persist, often linked to the organisation of the departments.


Asunto(s)
Educación en Enfermería/organización & administración , Internado y Residencia/organización & administración , Relaciones Interprofesionales , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Organización y Administración , Estudiantes de Enfermería/psicología
9.
J Nurs Educ ; 59(9): 514-517, 2020 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-32865585

RESUMEN

BACKGROUND: The COVID-19 global pandemic brought mandatory shelter-in-place orders, disrupting traditional face-to-face teaching methods for advanced practice fellowship programs nationally, creating a challenge for fellowship program directors to preserve curriculum using nontraditional methods. METHOD: Using a variety of both web-based and app-based virtual platforms, a nationally accredited fellowship program converted traditional in-seat learning modalities to elearning platforms using both synchronous and asynchronous education. RESULTS: Preliminary data indicate that knowledge acquisition and perceived fellow satisfaction are preserved despite the abrupt change to program delivery. Programmatic modifications were submitted to the American Nurse Credentialing Center for compliance and deemed as creative, innovative, and collaborative. CONCLUSION: Curriculum for advanced practice fellowship programs can be favorably converted to elearning using virtual platforms during a crisis. Through prompt reevaluation and restructuring, virtual platforms can replace in-seat didactic lectures, patient case studies, mentoring, and even simulation, while ensuring program continuation and compliance with accreditation standards. [J Nurs Educ. 2020;59(9):514-517.].


Asunto(s)
Enfermería de Práctica Avanzada/educación , Curriculum , Educación a Distancia/organización & administración , Becas/organización & administración , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Pandemias/prevención & control , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control
10.
J Nurs Educ ; 59(9): 518-521, 2020 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-32865586

RESUMEN

BACKGROUND: The integration of telehealth simulation experiences enables nursing students to effectively care for postnatal clients through interactive video technologies. METHOD: Faculty created a telehealth postnatal triage simulation in response to a need for client interaction due to COVID-19 social isolation restrictions. RESULTS: Telehealth triage is an inexpensive, engaging teaching strategy and formative assessment method that can be easily created with existing resources and implemented in a postnatal simulation experience. CONCLUSION: Faculty concluded that this telehealth simulation experience is valuable in meeting student clinical learning outcomes and its continued use after social restrictions are removed is recommended. In the future, effectiveness of the simulation experience should be studied and measured along with incorporation of inter-and intraprofessional collaboration activities. [J Nurs Educ. 2020;59(9):518-521.].


Asunto(s)
Bachillerato en Enfermería/organización & administración , Entrenamiento Simulado/organización & administración , Telemedicina/organización & administración , Triaje/métodos , Infecciones por Coronavirus/epidemiología , Infecciones por Coronavirus/prevención & control , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Metodológica en Enfermería , Pandemias/prevención & control , Neumonía Viral/epidemiología , Neumonía Viral/prevención & control , Estudiantes de Enfermería/psicología
11.
J Nurs Educ ; 59(9): 522-525, 2020 Sep 01.
Artículo en Inglés | MEDLINE | ID: mdl-32865587

RESUMEN

BACKGROUND: Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived. METHOD: Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection. RESULTS: Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences. CONCLUSION: This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching-learning experience. [J Nurs Educ. 2020;59(9):522-525.].


Asunto(s)
Curriculum , Educación a Distancia/organización & administración , Bachillerato en Enfermería/organización & administración , Entrenamiento Simulado/organización & administración , Infecciones por Coronavirus/epidemiología , Difusión de Innovaciones , Humanos , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Pandemias , Neumonía Viral/epidemiología , Estudiantes de Enfermería/psicología
15.
Rev Infirm ; 69(262): 45-47, 2020.
Artículo en Francés | MEDLINE | ID: mdl-32838868

RESUMEN

Units for difficult patients are secure psychiatric wards for people with mental health disorders who could have or who have displayed dangerous behaviour. In this article, four students in their 3rd year of nursing studies share their experience on such a ward during their practice placement at Cadillac general hospital. Their learning and discovery of nursing care alongside experienced professionals enabled them to develop their competencies and change their perception of psychiatry.


Asunto(s)
Educación en Enfermería/organización & administración , Trastornos Mentales/enfermería , Servicio de Psiquiatría en Hospital , Estudiantes de Enfermería/psicología , Conducta Peligrosa , Humanos , Trastornos Mentales/psicología , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
16.
Nurs Educ Perspect ; 41(5): 294-296, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32833394

RESUMEN

TeamSTEPPS is a curriculum designed to improve team communication to reduce medical errors and improve patient safety. This exploratory study used a questionnaire to explore differences in attitudes of 130 nursing and respiratory therapy students using a TeamSTEPPS-based interprofessional education seminar and simulation. Results support that students' attitudes regarding the principles Team Structure, Leadership, Situation Monitoring, Mutual Support, and Communication improved from Time 1 (preseminar) to Time 2 (postseminar; p < .05). This improvement was sustained at Time 3 (postsimulation) in all principles except for Mutual Support. Participation in a TeamSTEPPS seminar and simulation can influence attitudes among health care professional students.


Asunto(s)
Curriculum , Educación en Enfermería/organización & administración , Relaciones Interprofesionales , Entrenamiento Simulado/organización & administración , Estudiantes de Enfermería/psicología , Actitud del Personal de Salud , Comunicación , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Grupo de Atención al Paciente , Terapia Respiratoria/educación , Estudiantes del Área de la Salud/psicología
17.
Nurs Educ Perspect ; 41(5): 307-308, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32833395

RESUMEN

This article describes an innovative community-based pediatric clinical rotation for undergraduate nursing students. Students were charged with conducting interactive educational sessions on health-related topics of interest to participants in a six-week summer day camp for adolescents of Mexican heritage. At the completion of the experience, students identified social determinants of health that impacted the health of the community and the impact of the experience on their nursing practice. Overall, both the adolescents and the nursing students benefited from the experience. Community-academic partnerships can be used to promote student learning while contributing to the overall health of the community.


Asunto(s)
Relaciones Comunidad-Institución , Bachillerato en Enfermería/organización & administración , Enfermería Pediátrica/educación , Estudiantes de Enfermería/psicología , Adolescente , Difusión de Innovaciones , Humanos , Americanos Mexicanos/psicología , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
18.
Clin Nurse Spec ; 34(5): 217-221, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-32796382

RESUMEN

BACKGROUND: Consistent implementation of evidence-based practice (EBP) leads to high-quality care, improved patient outcomes, and reduced costs. Increased job satisfaction, decreased turnover, and increased autonomy are reported when nurses use evidence for practice decisions. It is essential that clinical nurse specialists have strong EBP skills and enculturate these skills into bedside staff. PROJECT DESIGN AND IMPLEMENTATION: Interactive 90-minute workshops were developed to review the steps of EBP. The participants were nurses at the bedside and were encouraged to cultivate a spirit of inquiry. OUTCOME EVALUATION: Twenty-three workshops were held with 349 participants. Pre and post surveys were used to assess changes in knowledge and self-perceived confidence. A moderate to large effect size was noted in all areas measured. The largest change in knowledge was in correct identification of use of Boolean operators, which showed a 71% improvement. Overall mean knowledge improved by 29%, which was statistically significant (P < .0001). IMPLICATIONS FOR PRACTICE: Clinical nurse specialists can enact culture change by understanding the needs of their stakeholders and applying concepts to find creative ways to bring change to staff. This workshop successfully taught EBP concepts and implemented culture change in a way that was low cost and easy to replicate.


Asunto(s)
Competencia Clínica , Práctica Clínica Basada en la Evidencia/educación , Enfermeras Clínicas/educación , Educación , Práctica Clínica Basada en la Evidencia/organización & administración , Humanos , Relaciones Interprofesionales , Enfermeras Clínicas/psicología , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
19.
Hu Li Za Zhi ; 67(4): 61-71, 2020 Aug.
Artículo en Chino | MEDLINE | ID: mdl-32748380

RESUMEN

BACKGROUND: After graduation, new nurses provide care directly to clients in the health and social care sectors. Nurses with higher levels of health and social care competences have been shown to provide better quality of care. The skills competitions organized and held by the Ministry of Labor follow international standards and address the general roles and functions of care providers worldwide. Using the results of these skills competitions to confirm the health and social care competences of nursing students important for nursing education. PURPOSE: This study was designed to assess the performance of nursing students in the skills competition and to identify the strengths and weaknesses of these students with regard to related competences in the context of current global standards. METHODS: This was a retrospective research study. Data were collected from the results of skills competitions using the Scenario-based Objective Structured Clinical Examination method. Descriptive statistics were used to analysis the data. RESULTS: The mean score for health and social care competence was 67.9 ± 12.9. The score for the home care dimension (65.1 ± 14.1) was the lowest dimension score. The most two improved of the six competence dimensions were problem solving/innovation and creativity (53.7 ± 3.9) and evaluating response to care (55.9 ± 4.0). The lowest health and social care item scores were practicing the five moments of hand hygiene (42.7%) and encouraging patient to discuss health problems (43.1%). CONCLUSIONS / IMPLICATIONS FOR PRACTICE: The results showed that the competence level of the students was moderate. Nursing educators should develop appropriate education approaches for teaching and evaluation and improve the health and social care competences of nursing students.


Asunto(s)
Competencia Clínica/estadística & datos numéricos , Evaluación Educacional/métodos , Estudiantes de Enfermería , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudios Retrospectivos
20.
Nurs Womens Health ; 24(4): 253-255, 2020 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-32659222

RESUMEN

The coronavirus pandemic caused a rapid and seismic shift in the provision of nursing education. In this commentary, I provide examples of how faculty and students at my university made the shift and what we have learned from the experience thus far.


Asunto(s)
Infecciones por Coronavirus/epidemiología , Educación a Distancia/organización & administración , Educación en Enfermería/organización & administración , Docentes de Enfermería/psicología , Pandemias , Neumonía Viral/epidemiología , Humanos , Acceso a Internet/estadística & datos numéricos , Investigación en Educación de Enfermería , Estudiantes de Enfermería/psicología
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