Establishment of a vaccine administration training program for medical students.

While vaccine administration training is included in the curriculum for several health professions, it is not universally incorporated into the medical school preclinical curriculum. To fill this education gap, a pilot vaccine training program for first- and second-year medical students was conducted using an online Centers for Disease Control and Prevention module and an in-person simulation with nursing faculty. The aim of this study was to evaluate the effectiveness of the training program. Pre- and post-surveys used a Likert 5-point scale to assess the training effectiveness. Ninety-four students completed the surveys (response rate, 93.1%). Following the training, students felt more comfortable giving a patient a vaccine under the supervision of a physician (P < 0.0001), volunteering in a community-wide vaccine campaign (P < 0.0001), and administering vaccines during clinical rotations (P < 0.0001). Most students, 93.6%, found the in-person training to be "effective" or "very effective," and 97.8% felt that learning how to administer vaccines should be incorporated into the preclinical medical curriculum. Without this program, 76 students (80.1%) would not have been able to participate in a vaccine training. The interdisciplinary training program outlined in this study may serve as a model for similar initiatives at other medical schools.

The lived experience of nursing students who were unsuccessful in an undergraduate nursing program-A narrative inquiry.

BACKGROUND: Historically, attrition rates among nursing students in the United States have been a significant problem. However, beyond academic struggles, little is known about the unsuccessful experiences of nursing students. A glimpse into unsuccessful nursing students' perceptions and stressors, other than academic requirements, provides a framework for nurse educators to develop an identification system for at-risk students. DESIGN: This study aimed to focus on the student perception of failure, beyond academic results. A phenomenological study using narrative inquiry methodology was used for the study. PARTICIPANTS: The purposive sampling approach included thirty-seven students who were unsuccessful in a baccalaureate nursing program. All students were interviewed and analysis was completed. METHODS: Our analysis revealed both intrinsic and extrinsic motivators presented as an important factor for each student's success. Although each participant had unique circumstances, common themes emerged. These findings support the need for support that goes beyond support with academic studies. RESULTS: Holistic admissions processes need to be utilized, ensuring the best candidates, are admitted to nursing programs. Admission criteria should expand beyond grade point average requirements, and possibly include some form of stress management evaluation, or consideration of extrinsic influences.

Development of a Wellness Program for Nursing Students During the Pandemic.

ABSTRACT: Nursing students' significant physical and emotional stress levels have been a recent topic in nursing education, amplifying wellness concerns among faculty and nursing schools. A solution is to implement a wellness program. Wellness programs can benefit the future of the nursing workforce by giving students the ability to cope with stressful situations. This article describes the implementation of a wellness program in a large nursing school during the worldwide pandemic.

Using the Two-Minute Assessment With Debriefing to Optimize Traditional Patient Care Clinical Experiences.

Traditional patient care clinical experiences present numerous challenges to faculty in prelicensure nursing education. This article presents an adapted nontraditional clinical activity for use in patient care clinical experiences. The Two-Minute Assessment With Debriefing incorporates peer collaboration and attributes of debriefing, including assimilation, accommodation, and anticipation. Nursing students in acute care facilities are assigned to either traditional or nontraditional care, with the group ideally split in half. The use of nontraditional clinical activities with reflection has been supported as a strategy to engage higher order thinking about patient care while allowing focused faculty time with students in traditional patient care.

Simulation evaluation using a modified Lasater Clinical Judgment Rubric.

AIM: The purpose of this study was to describe the process of evaluating senior nursing students in the simulation laboratory using a modified Lasater Clinical Judgment Rubric (LCJR). BACKGROUND: The LCJR is a clinical evaluation tool used to measure outcomes in simulated learning settings. The LCJR was revised to provide numeric grading and clarity regarding expectations of clinical competency. METHOD: The study was conducted over two years with students enrolled in their final bachelor of science in nursing semester (Phase I, n = 86; Phase 2, n = 102) using high-fidelity simulation. RESULTS: The modified rubric measured student performance more holistically than a procedural checklist and provided objective criteria for evaluation. CONCLUSION: A well-constructed rubric provides a mechanism to evaluate student performance in simulation by focusing on clinical reasoning essential for patient safety and allowing numeric evaluation of performance.