RESUMO
The concept of innovation in nursing education has been addressed in published literature on faculty-defined and faculty-created teaching strategies and instructional methods. In this project, innovation is defined as "using knowledge to create ways and services that are new (or perceived as new) in order to transform systems" (Pardue, Tagliareni, Valiga, Davison-Price, & Orchowsky, 2005). Studies on nursing student perceptions of innovation are limited, and it is unclear how undergraduate and graduate students conceptualize innovative learning experiences. This project explored students' perceptions of their experiences with instructor-defined, innovative teaching/learning strategies in four types of nursing education programs. Issues nurse educators should consider as they apply new techniques to their teaching are discussed.
Assuntos
Atitude do Pessoal de Saúde , Difusão de Inovações , Educação Técnica em Enfermagem/organização & administração , Bacharelado em Enfermagem/organização & administração , Educação de Pós-Graduação em Enfermagem/organização & administração , Estudantes de Enfermagem/psicologia , Adulto , Antropologia Cultural , Reeducação Profissional/organização & administração , Docentes de Enfermagem/organização & administração , Conhecimentos, Atitudes e Prática em Saúde , Humanos , Pessoa de Meia-Idade , Narração , Papel do Profissional de Enfermagem/psicologia , Pesquisa em Educação em Enfermagem , Pesquisa Metodológica em Enfermagem , Inovação Organizacional , Aprendizagem Baseada em Problemas/organização & administração , Pesquisa Qualitativa , Ensino/organização & administraçãoAssuntos
Currículo , Bacharelado em Enfermagem/organização & administração , Necessidades e Demandas de Serviços de Saúde/organização & administração , Licenciamento em Enfermagem , Sociedades de Enfermagem/organização & administração , Comitês Consultivos/organização & administração , Currículo/normas , Guias como Assunto , Humanos , Modelos Educacionais , Modelos de Enfermagem , Inovação Organizacional , Estados UnidosRESUMO
Nine previously conducted studies indicate that Elsevier's HESI Exit Exam (E(2)) is 96.36%-99.16% accurate in predicting success on the National Council Licensure Examination for Registered Nurses. No similar standardized exam is available in Canada to predict Canadian Registered Nurse Examination (CRNE) success. Like the E(2), such an exam could be used to evaluate Canadian nursing students' preparedness for the CRNE, and scores on the numerous subject matter categories could be used to guide students' remediation efforts so that, ultimately, they are successful on their first attempt at taking the CRNE. The international collaboration between a HESI test construction expert and a nursing faculty member from Canada, who served as the content expert, resulted in the development of a 180-item, multiple-choice/single-answer prelicensure exam (PLE) that was pilot tested with Canadian nursing students (N = 175). Item analysis data obtained from this pilot testing were used to develop a 160-item PLE, which includes an additional 20 pilot test items. The estimated reliability of this exam is 0.91, and it exhibits congruent validity with the CRNE because the PLE test blueprint mimics the CRNE test blueprint.