Participatory Arts-Based Pedagogy in Baccalaureate Nursing Education.

ABSTRACT: Arts-based pedagogy (ABP) is an innovative teaching method combining art and learning in an existing curriculum. To understand the impact of students' perceptions of the effects of ABP on critical thinking, communication, and observational skills, 89 students completed an online survey. The results indicate that students enjoyed ABP and that it positively affected critical thinking, enhancing their future clinical practice and preparing them for increasingly complex health care environments.

Authentic Literature: Literary Fiction as a Textbook to Engage in Nursing Professional Practice Content.

ABSTRACT: This innovative teaching strategy sought to evaluate authentic literature as the primary textbook in a nursing theory course. Arts-based pedagogy can potentiate students' development of critical thinking skills, which are necessary for sound clinical judgment. At the end of the course, students responded to an online survey to better understand their experience of using authentic literature in nursing. Students reported a high level of agreement on the interconnectedness of themes in the authentic literature with the course purpose and content. Authentic literature provided a contextual perspective for analysis, debate, and formation of clinical nursing judgment.

Experiences of first-year nursing students during an education redesign: findings from the Oregon Consortium for Nursing Education.

AIM: The aim of this article is to summarize first-year students' (n = 908) experience during a nursing education redesign. BACKGROUND: Oregon Consortium for Nursing Education (OCNE) began its redesign of nursing education in 2000, long before the current national calls for nursing education reform. As OCNE moved from planning to implementation, a comprehensive evaluation of the students, the program, and curriculum ensued. METHOD: Data were collected from first-year nursing students each spring from 2007-2010 using a standardized survey instrument that included demographic, attitudinal, and opinion-based survey items. RESULTS: Results indicated fellow students, course lectures and interaction, and faculty and courses were rated areas of satisfaction. CONCLUSION: Areas needing improvement included advising and facilities, administration, quality of instruction and curriculum, and overall program effectiveness. Mean scaled and open-ended responses from each area are reported.

Peer-Mentoring: A Call to Create Inclusive Programs to Support All Students' Ability to Be Successful.

BACKGROUND: Support for diverse nursing students needs to be built into existing peer-mentoring programs to foster success for all students. METHOD: Students were intentionally matched in a peer-mentoring program, BUDDY-UP, on several factors, which included students' race and ethnicity (Black, Indigenous, and People of Color [BIPOC]) and gender, and whether they were first-generation. RESULTS: Mentors and mentees expressed satisfaction and derived benefits from the intentionally matched mentoring program. Participant comments demonstrated that these are not just extra supports but instead are fundamental to their essential everyday needs and ability to be successful both academically and socially. CONCLUSION: Incorporating support for all students needs to be a foundational aspect in the development of peer-mentoring programs to support the ability for all students to be successful in nursing education. [J Nurs Educ. 2022;61(11):633-635.].

Becoming a nurse: role formation among accelerated baccalaureate students.

To understand nursing role formation for students enrolled in an accelerated baccalaureate nursing program, end-of-term narrative reflections from 34 students were analyzed over the course of the 15-month program. Using thematic analysis, 4 major themes were identified: evolving role perception, extending nursing student-patient interaction, engaging with health care team and systems of care, and expanding clinical thinking.