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Online Advanced Release
Articles appearing in this "Online Advanced Release" section have been peer-reviewed and accepted for publication in the Journal of Nursing Education and posted online before print publication. Articles appear on this site after copyediting and author corrections, but before final proofing. The content of the article will usually remain unchanged, and possible further corrections are fairly minor. The final published article will specify the issue and page numbers. Once the final version is available in print, the version posted here will be removed from this site.
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Table of Contents
Academic Nurse Leaders’ Role in Fostering a Culture of Civility in Nursing Education
Cynthia M. Clark, PhD, RN, ANEF; Pamela J. Springer, PhD, RNReceived: May 22, 2009; Accepted: September 14, 2009; Posted: March 1, 2010
Academic incivility is disruptive behavior that substantially or repeatedly interferes with teaching and learning. Incivility on college campuses jeopardizes the welfare of all members of the academy. Academic nurse leaders play a critical role in preventing and addressing academic incivility because these behaviors can negatively affect learning and harm faculty-student relationships. Although studies on student and faculty incivility have been conducted in nursing education, there are no known studies regarding the perceptions of academic nurse leaders about this problem. This is the first known study to investigate the perceptions of 126 academic nurse leaders (deans, directors, and chairpersons) from 128 associate degree in nursing and bachelor of science nursing programs in a large western state. Academic nurse leaders responded to five open-ended questions regarding their perceptions of stressors that affect nursing faculty and students, the uncivil behaviors exhibited by both groups, and the role of leadership in preventing and addressing incivility in nursing education.
doi:10.3928/01484834-20100224-01
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Transformative Learning as Context for Human Patient Simulation
Brian Parker, RN, RPN, BScN; Florence Myrick, RN, PhDReceived: July 21, 2009; Accepted: September 24, 2009; Posted: March 1, 2010
Nurse educators are charged with the responsibility of empowering novice nurses to become autonomous thinkers with the capacity to cope with the many challenges of modern day practice. Human patient simulation is a powerful technology-based educational tool ideally suited for the application of emancipatory pedagogies that aid in the transformation of individual meaning schemes. Transformative learning theory provides educators with the tools to empower students to challenge their preconceived beliefs, assumptions, and values and socialize them appropriately to thrive in modern day clinical practice. The purpose of this article is to critically analyze the role of clinical scenarios using human patient simulation to promote transformative learning events in undergraduate nursing education. The authors focus on the role of debriefing in the promotion of the critical reflection and social discourse that is integral to the learning process and the implementation of scenarios that provide students with disorientating dilemmas for perspective transformation.
doi:10.3928/01484834-20100224-02
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Purpose of the Systematic Physical Assessment in Everyday Practice: Critique of a “Sacred Cow”
Shelaine Iris Zambas, MScEd, BSN, RNReceived: February 23, 2009; Accepted: August 30, 2009; Posted: March 1, 2010
Although considered an essential nursing skill, systematic physical assessment is rarely visible in everyday practice. Some nurses question whether systematic physical assessment is relevant to nursing, and others complain that they do not see it used in practice. Why is this, when these skills are considered so integral to nursing? This article challenges nurse educators to reflect on the purpose of the systematic physical assessment within nursing by analyzing the underlying assumptions of this apparent “sacred cow.”
doi:10.3928/01484824-20100224-03
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Suzan Kardong-Edgren, PhD, RN; Roberta Emerson, PhD, RN, CCRN EmeritusReceived: January 21, 2009; Accepted: August 10, 2009; Posted: March 1, 2010
The current study reports student use and perceptions of podcasted course lectures in an undergraduate Bachelor of Science in Nursing program. Prior to the current study, the majority of students were not familiar with the use of podcasts in education. Student use of the podcasts grew as they became familiar with the format. Students reported that podcasts helped them study and improved their grades. Faculty reported increased class absenteeism, although students reported no change in course attendance as a result of the availability of podcasts.
doi:10.3928/01484834-20100224-04
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Josefina Lujan, PhD, RN; Rebecca Vasquez, MSN, RNReceived: May 12, 2009; Accepted: August 10, 2009; Posted: March 1, 2010
The Institute of Medicine, Office of Minority Health, and the Health Resources and Services Administration have called for culturally competent teaching methods to promote the success of Hispanic nursing students. The article responds to this call by analyzing an innovative clinical practicum teaching method, the Scaffolding Clinical Model, in relation to the cultural competence needs of Hispanic nursing students. The analysis is presented through a case study of a cohort of predominantly (90%) Hispanic baccalaureate nursing students at a university on the United States–Mexico border. The cultural competence of the Scaffolding Clinical Model is analyzed by identifying how well it acknowledges and fosters the application of the four metaparadigms of Hispanic culture—conquest, collectivism, familism, and personalism—for Hispanic students. The metaparadigms are described and specific examples are offered about how the Model promotes application of the metaparadigms to accomplish cultural competence for Hispanic students. Recommendations for educators are also presented.
doi:10.3928/01484834-20100224-05
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Collaborative Action Research: Implementation of Cooperative Learning
Marilyn Smith-Stoner, PhD, RN; Mary E. Molle, PhD, RN, PHCNS-BCReceived: January 23, 2009; Accepted: August 10, 2009; Posted: March 1, 2010
Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning.
doi:10.3928/01484834-20100224-06
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Pamela M. Ironside, PhD, RN, FAAN, ANEF; M. Elaine Tagliareni, EdD, RN, FAAN; Barbara McLaughlin, PhD, RN, CNE, ANEF; Eunice King, PhD, RN; Andrea Mengel, PhD, RNReceived: March 4, 2009; Accepted: August 10, 2009; Posted: February 26, 2010
The proportion of older adults in the population is rapidly increasing, and this trend is expected to continue. Because more than half of all new graduates eligible to enter the nursing workforce are prepared in associate degree (AD) programs, it is critical these new nurses are well prepared to care for older adults. This study examined how the care of older adults is currently taught in AD programs. Representatives from 531 AD programs responded to a survey providing information about the structure and content of AD curricula, the clinical sites and instructional resources used, and faculty expertise. Findings highlight opportunities for enhancing geriatric content and experiences in AD curricula through the creation of standards for geriatrics in AD nursing programs, the use of diverse clinical settings, and the creation of strategies that strengthen the focus on the care of older adults in acute care across the curriculum.
doi:10.3928/01484834-20100217-01
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Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students
DeMonica L. Junious, PhD, RN, CNE; Ann Malecha, PhD, RN, CNE; Kathryn Tart, EdD, RN, CNE; Anne Young, EdD, RNReceived: March 26, 2009; Accepted: August 10, 2009; Posted: February 26, 2010
Using the triangulation approach at the method level, this study explored and described the essence of stress and perceived faculty support as identified by foreign-born students (N = 10) enrolled in a generic baccalaureate degree nursing program. Philosophical principles outlined by Heidegger served as the core component guiding this study. Quantitative data from a larger study examining nursing students’ stress and perceptions of faculty support served as the supplementary component. Results uncovered an overarching theme of the foreign-born nursing students wanting to be valued and accepted by the nursing faculty, their classmates, and the educational institution leading to patterns of stress, strain, and cultural ignorance. Language issues, stereotyping, discrimination, cultural incompetence, financial issues, and lack of accommodation as an international student were stressors that were not captured by the quantitative measures.
doi:10.3928/01484834-20100217-02
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Early Student Outcomes Associated with a Virtual Community for Learning
Jean Foret Giddens, PhD, RN; Geoff Shuster, DNSc, RN; Nicole Roehrig, MSN, RNReceived: April 16, 2009; Accepted: June 30, 2009; Posted: February 26, 2010
Virtual communities represent a new and innovative approach to learning within nursing education. Because this is an emerging trend, little is known about the use of virtual communities and the impact on students and their learning. This article reports the results of a study designed to assess the initial perceived benefits of using a virtual community known as The Neighborhood in a single undergraduate baccalaureate nursing program during the first few years following development. Results showed greater benefits reported among underrepresented minority students and students who expected to receive lower than a course grade of A. In addition, findings suggest the strength of perceived benefits increases over time among all learners. These findings merely scratch the surface of additional work needed in this area.
doi:10.3928/01484834-20100217-03
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Peer Mentoring: Untapped Potential
Susan Dennison, BScN, RNReceived: May 1, 2009; Accepted: June 30, 2009; Posted: February 26, 2010
Peer mentoring is a potential solution to the many challenges that nursing education is faced with today, including increasing class sizes, rising competency requirements, decreasing number of faculty, tightening budgets, and shrinking clinical placement opportunities. This article describes a successful peer mentoring program in the nursing clinical learning center at a southern Ontario university. The benefits to mentors, students, and the educational institution are discussed. In their role, peer mentors develop an increase in confidence with skills as well as with leadership and teaching abilities. Peer mentors provide a student-centered service that results in frequent positive feedback from students in all levels of the nursing program. A suggestion for the future potential of this role also is offered to expand undergraduate nursing students’ exposure to peer mentoring.
doi:10.3928/0148434-20100217-04
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Factors for Attrition in an Accelerated Baccalaureate Nursing Program
Susan M. Rouse, PhD, RN, CNE; Linda A. Rooda, PhD, RNReceived: September 30, 2008; Accepted: June 24, 2009; Posted: February 26, 2010
In recent years, there has been a proliferation of accelerated baccalaureate nursing programs. However, the body of nursing knowledge about students who choose this career path is not well developed. This descriptive study from one midwestern school of nursing explores the factors that predict attrition among this student population. Effective interventions to support and retain these students are described. The retention of accelerated-degree students may provide one solution to addressing the nurse shortage, as graduates of these programs move into the workforce at a more rapid rate than their traditional counterparts. This article proposes a variety of potential ways to address the issue of rising attrition rates in accelerated baccalaureate nursing programs.
doi:10.3928/01484834-20100217-05
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Engaging Nursing Students and Community Partners in the Development of Decision Cases
Barbara A. Head, PhD; Cathy Bays, PhDReceived: November 7, 2008; Accepted: June 24, 2009; Posted: February 26, 2010
Decision case method teaching uses open-ended cases to stimulate decision making and critical thinking skills in the classroom. The cases are taken from actual practice experience and are developed in great detail with the goal of engaging learners in the actual dilemma as encountered by the case protagonist. This method has proven effective in preparing students for actual practice in fields such as medicine, nursing, and social work, but one barrier to this pedagogical approach is the lack of available relevant cases. This article describes how senior nursing students partnered with community practitioners to develop cases and subsequently used the cases in teaching activities with their fellow students. Outcomes of the project supported such an approach as a valuable learning assignment and method for improving critical thinking abilities.
doi:10.3928/01484834-20100217-06 [get full text]
Innovative Strategies for Nursing Education Program Evaluation
Lachel Story, PhD, RN; Janie B. Butts, DSN, RN; Sandra B. Bishop, DSN, RN; Lisa Green, MSN, RN; Kathy Johnson, BSN, RN; Haley Mattison, BSN, RNReceived: March 30, 2009; Accepted: July 21, 2009; Posted: February 26, 2010
Nursing programs are mandated by accreditation bodies to report data significant to program quality and outcomes. The history at one school of nursing in the southern United States revealed the program evaluation committee experienced roadblocks in retrieving such information. Creative approaches were adopted to overcome some of the barriers to program evaluation, including the use of more technological-based approaches to engage alumni who embrace this technology as a way of life. Among the many advantages of these approaches were convenience, ease of administration and analysis, cost effectiveness, and more meaningful data. The advantages far outweighed the few disadvantages incurred, with the most prominent being potential sampling bias.
doi:10.3928/01484834-20100217-07
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Incorporating Bioterrorism Content in the Nursing Curriculum: A Creative Approach
Melondie R. Carter, DSN, RN; Susan W. Gaskins, DSN, MPH, RNReceived: April 11, 2009; Accepted: July 21, 2009; Posted: February 26, 2010
The community health faculty has developed a creative and comprehensive approach with community agencies to present bioterrorism content that could be useful to community health faculty in other schools of nursing. Since September 11, 2001, the United States has recognized that the threat of bioterrorism is real. Nurses are recognized by the American Association of Colleges of Nursing as key players in disaster response efforts. However, bioterrorism knowledge among nurses and nursing students has been reported to be low, and textbooks do not include comprehensive information about bioterrorism preparedness. Our college of nursing has collaborated with the U.S. Public Health Department to design a creative educational experience for community health students on bioterrorism and disaster preparedness. Content areas include the National Stockpile, the Planned Response to Pandemic Influenza provided by the U.S. Public Health Department, recognition and treatment of biological threats, and the care of patients with smallpox.
doi:10.3928/01484834-20100217-08
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Digital Stories: Incorporating Narrative Pedagogy
Priscilla K. Gazarian, PhD, RNReceived: January 11, 2009; Accepted: May 26, 2009; Posted: January 29, 2010
An ever-increasingly complex health care environment requires practitioners who can solve clinical problems from a range of perspectives and synthesize multiple sources of knowledge. Narrative pedagogy was the framework for a digital story assignment for a senior-level synthesis and clinical decision making course. This article describes how the use of digital stories enhanced students’ clinical thinking strategies from a narrative pedagogy perspective. [get full text]
A Community-Wide Academic-Service Partnership to Expand Faculty and Student Capacity
Teri A. Murray, PhD, RN; Anne Schappe, PhD, RN; Dale E. Kreienkamp, MA, SPHR; Vanessa Loyd, MSN, RN; Elizabeth A. Buck, PhD, RNReceived: November 8, 2008; Accepted: June 16, 2009; Posted: January 29, 2010
This article describes a unique academic-service community collaborative aimed at increasing student and faculty capacity. The state hospital association held a series of community-wide meetings with health care organization and academic leaders to discuss the growing RN and faculty shortages. Collectively, schools of nursing experienced a 70% increase in qualified applicants and could not admit all qualified applicants due to faculty constraints. A unique Workforce Collaborative Pilot Project was formed to address student and faculty capacity issues with three primary objectives: expand the pool of educators involved in preparing the next generation of nurses, increase nursing school enrollments by 335 additional nursing students each year in the metropolitan area for the next 5 years, and implement an innovative educational model that could be sustained or replicated. As a result, area schools of nursing have expanded enrollment by 1,046, and overall quality measurements and evaluative feedback remain positive. [get full text]
Compelling Teaching with the Four Cs: Caring, Comedy, Creativity, and Challenging
Lachel Story, PhD, RN; Janie B. Butts, DSN, RNReceived: March 9, 2009; Accepted: May 26, 2009; Posted: January 29, 2010
The traditional classroom, particularly in nursing, often is stifling to students and teachers. A dynamic co-learning experience creates a potential to move students from merely obtaining knowledge to practice. This article presents an exemplar of the transformative learning process within the nursing education setting. The concepts forming this compelling teaching approach are caring, comedy, creativity, and challenging (the four Cs). Through this innovative teaching method, opportunities are created for authentic co-learning to occur. [get full text]
Cultural Diversity in Nursing Education: Perils, Pitfalls, and Pearls
Hedi Bednarz, MSN, ACNS-BC, CNE; Stephanie Schim, PhD, RN, PHCNS-BC; Ardith Doorenbos, PhD, RNReceived: December 12, 2008; Accepted: July 21, 2009; Posted: January 29, 2010
Increasing diversity in the classroom challenges nursing educators to identify issues that complicate teaching (perils), analyze barriers for themselves and their students (pitfalls), and select new strategies for working with nontraditional students (pearls). This article identifies concerns arising from attitudes and values within nursing and common approaches to diversity education, and then discusses key issues in nursing education that relate to human nature, culture, faculty workload, and student demographics. Finally, some strategies are proposed for increasing the effectiveness of professional preparation with diverse students through a focus on culturally congruent education and development of faculty cultural competence. [get full text]
The Course Council: An Example of Student-Centered Learning
Barbara Heise, PhD, APRN, BC; Deborah Himes, MSN, APRN, BCReceived: March 2, 2009; Accepted: June 24, 2009; Posted: January 29, 2010
To promote student-centered learning, a course council was established in a beginning undergraduate nursing course. A student representative was selected by peers to attend a monthly course council meeting with faculty. Representatives were asked to query classmates in their section of eight students regarding opinions, questions, and concerns about the course and then bring those views to the council. In this monthly, small group, open dialogue setting, students spoke freely about experiences in the classroom, laboratory, and clinical settings. The stage was set for reflection, problem solving, and decision making involving students and faculty. Student input led to meaningful course changes, provided opportunities for students to learn from one another, and fostered critical thinking and professional responsibility. The course council approach was successful and has been expanded to include other nursing courses. [get full text]
Planning a Study Abroad Clinical Experience
Dolores J. Wright, PhD, RNReceived: October 18, 2007; Accepted: May 26, 2009; Posted: January 29, 2010
Not only is globalization expanding areas of human activity, it is also influencing the variety of educational offerings in universities. Therefore, globalization must be considered by nurse educators as they reevaluate ways of preparing nursing students to meet the health care needs of populations they currently serve and will care for in the future. Study abroad programs have been encouraged to be part of the college experience in the United States for more than 30 years; however, these programs have been relatively lacking in nursing education. Most of the study abroad programs described in the nursing literature are research-based or first-person accounts of an experience and provide little information about planning a study abroad program. This article describes a study abroad learning experience for senior nursing students and discusses the issues such as student selection, student safety, and available clinical experiences that need to be considered before undertaking such an endeavor. [get full text]
Constructivism in Cultural Competence Education
Jennifer L. Hunter, PhD; Steven Krantz, PhDReceived: August 22, 2008; Accepted: June 16, 2009; Posted: January 29, 2010
A graduate course on cultural diversity, based in constructivist theory and structured on the Process of Cultural Competence in the Delivery of Healthcare Services model, was developed and taught through classroom and online methods. The following research questions were explored: 1) Can an educational experience, built on constructivist learning theory tenets, change students’ perceptions, attitudes, knowledge, and skills in the area of cultural competence? 2) Does the delivery method, online or traditional classroom, influence the degree of change? The study used a quasi-experimental, pretest-posttest control group design using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals Revised. Findings showed significant changes (p < 0.001) in cultural competence scores and subscores for all learners with both teaching modalities based on interval scale and in categories of cultural knowledge, skill, desire, and overall competence based on a nominal scale. The untaught construct of cultural desire showed the most significant improvement. [get full text]
Linda Ritchie, PhD, RN; Marilyn K. Evans, PhD, RN; Janet Matthews, MScN, RNReceived: September 16, 2008; Accepted: April 20, 2009; Posted: December 30, 2009
A university nursing program in Ontario, Canada initiated the process of implementing the Registered Nurses’ Association of Ontario best practice guideline (BPG) on smoking cessation into the curriculum. This study explored nursing students’ and clinical instructors’ perceptions regarding the implementation of the BPG in their practice to support faculty in the development of a curriculum that promotes smoking cessation and the competencies necessary for graduates to implement health promotion skills in practice. Four student nurses and two clinical instructors participated in semistructured interviews. Four major themes were identified through the data analysis process: personal and professional self, health “preaching,” developmental perspective, and environmental constraints. This study presents a curricular model for health promotion practice incorporating the components of primary health care, health promotion counseling, smoking cessation BPG, and sociopolitical context. [get full text]
Role-Playing in Nursing Theory: Engaging Online Students
Cheryle Levitt, PhD, RN; Deborah S. Adelman, PhD, RN, NE-BCReceived: August 6, 2008; Accepted: February 24, 2009; Posted: December 30, 2009
The teaching and learning of nursing theory, at all program levels, is challenging due to the complexity and abstract nature of its content, the dry nature in which the study of theory often is approached, a perception of disconnect from practice, and faculty discomfort and avoidance of the subject matter. Adapting creative educational strategies to the online environment is an ongoing challenge for educators. Role-play relates well to the constructivist basis of creating personal meaning based on the individual’s experiences. This article examines the use of role-play as an educational strategy for teaching nursing theory in an online baccalaureate program. In a core professional issues course, students adopt the persona of a specific nursing theorist, interacting with other “nursing theorists” played by their peers. Student engagement and active learning reflect excitement and interest, and course evaluations have been extremely positive for this content and method. [get full text]
Exploring Male Students’ Educational Experiences in an Associate Degree Nursing Program
Janet A. Ierardi, MSN, RNC; Dinine A. Fitzgerald, MSN, RN; Danielle T. Holland, MSN, RNReceived: November 10, 2008; Accepted: March 4, 2009; Posted: December 30, 2009
This study explored male students’ educational experiences in an associate degree nursing program. A review of the literature identified a gap in the understanding of the experiences of male students in nursing school. Because nursing is a profession strongly influenced by societal stereotypes, gender bias, and the preponderance of female role models, this qualitative study examined the perceptions of men seeking careers in nursing. Interviews with male students probed topics such as the reasons men chose nursing as a career, their positive and negative experiences, and their satisfaction with their nursing education. This research enhanced understanding and promoted nursing knowledge of the unique needs of men in nursing education. [get full text]
Combining Scholarship with Service: The Parent Child Research Collective
Nancy M. Terres, PhD, RN, BC; Jeanne M. Cartier, PhD, PMHCNS, BCReceived: May 20, 2008; Accepted: April 20, 2009; Posted: December 30, 2009
A significant challenge in academia is effectively dealing with the combined faculty roles of teaching, research, and service. Each category involves layers of responsibility, which take a toll on time and resources. This article describes an initiative developed by faculty in a nursing graduate program using the principles of engaged scholarship to meet various goals for faculty and students, and provides a specialized service to the community. [get full text]
Collaborative Simulation Project to Teach Scope of Practice
Joyce Simones, EdD, RN; Joan Wilcox, MS, PMHCNS-BC; Kim Scott, MSN, RN; Darci Goeden, MSN, RN; Darlene Copley, MSN, RN; Renee Doetkott, BSN, RN; Margaret Kippley, MSN, RNReceived: June 6, 2008; Accepted: May 26, 2009; Posted: December 30, 2009
Nursing faculty from three schools of nursing collaborated to develop a simulation project to enable nursing students to practice and apply principles related to delegation, supervision, scope of practice, leadership, and culturally competent care. A simulated five-bed hospital was created where students were assigned to teams to plan and care for these patients. After the simulation exercise, students participated in a debriefing session in which they reflected on their performance. [get full text]
Mary K. McCurry, PhD, RNC, ANP, ACNP; Diane C. Martins, PhD, RNReceived: February 22, 2009; Accepted: April 20, 2009; Posted: December 30, 2009
Historically, nursing students have questioned the value of a nursing research course and have not appreciated the research-practice link. These are important concerns in light of the increasing emphasis on evidence-based nursing practice. The purpose of this study was to develop innovative strategies for teaching undergraduate nursing research that engage millennial learners and emphasize the relationship between evidence-based practice and clinical outcomes. Innovative assignments were developed that included interactive learning, group work, and practical applications preferred by these learners. Using a Likert scale, students’ perceived effectiveness of innovative assignments and more traditional assignments were compared. Results indicated a preference for active learning assignments, reading quizzes, clinical nurse researcher presentations, and collaboration with clinical course assignments. By combining traditional assignments with innovative strategies and nursing practice applications, millennial learners were engaged and able to clearly articulate the value of the research-practice link vital to evidence-based nursing practice. [get full text]
Preceptors’ Perspectives on Recruitment, Support, and Retention of Preceptors
Judith A. DeWolfe, PhD, RD; Susan Laschinger, MSc(A), RN; Catherine Perkin, MScN, RNReceived: December 31, 2008; Accepted: June 15, 2009; Posted: December 30, 2009
In this study, the researchers sought consensus among preceptors of senior nursing students about issues key to the preceptors’ recruitment, support, and retention. A modified Delphi method with two rounds of questionnaires was used followed by a focus group to explore issues for which consensus was not reached. Preceptors agreed on the importance of personal satisfaction and on a number of tangible benefits of being a preceptor that could be emphasized as part of recruitment strategies. Consensus was reached on ways to support preceptors such as receiving information on a need-to-know basis. Topics such as how to help students think critically and how to provide constructive feedback also were considered important. Preceptors agreed that having students well prepared at the beginning of preceptored experiences was important as was receiving a personalized thank you letter to acknowledge their work at the end of the experience, two strategies that could help with retention. [get full text]
Susan M. Hunter Revell, PhD, RN; Mary K. McCurry, PhD, RNC, ANP, ACNPReceived: February 26, 2009; Accepted: April 20, 2009; Posted: December 30, 2009
Nurse educators must explore innovative technologies that make the most of the characteristics and learning styles of millennial learners. These students are comfortable with technology and prefer interactive classrooms with individual feedback and peer collaboration. This study evaluated the perceived effectiveness of personal response system (PRS) technology in enhancing student learning in small and large classrooms. PRS technology was integrated into two undergraduate courses, nursing research (n = 33) and junior medical-surgical nursing (n = 116). Multiple-choice, true-false, NCLEX-RN® alternate format, and reading quiz questions were incorporated within didactic PowerPoint® presentations. Data analysis of Likert-type and open-response questions supported the use of PRS technology as an effective strategy for educating millennial learners in both small and large classrooms. PRS technology promotes active learning, increases participation, and provides students and faculty with immediate feedback that reflects comprehension of content and increases faculty-student interaction. [get full text]
Joyce Shea, DNSc, APRN, PMHCNS-BC; Sheila Grossman, PhD, APRN, FNP-BC; Meredith Wallace, PhD, APRN, ANP-BC; Jean Lange, PhD, RNReceived: August 8, 2008; Accepted: March 16, 2009; Posted: November 25, 2009
Advanced practice nurses (APRNs) have key roles in the care of patients who are nearing death and those living with a disabling chronic disease. This article describes a mixed-method formative assessment of 36 graduate nursing students' knowledge about and attitudes toward palliative care preliminary to curricular integration of the End-of-Life Nursing Education Consortium (ELNEC) graduate core modules. Students' knowledge about palliative care was assessed using the 106-item ELNEC examination. In addition, qualitative data were gathered regarding students' definitions of palliative care, the role of the APRN in palliative care, and their definitions of a "good" and "bad" death. Results revealed students' limited knowledge about palliative care. Qualitative findings indicated that most students exclusively linked palliative care with end-of-life care and believed that the treatment they provide should have the goal of prolonging life over maintaining quality of life. Implications for curriculum design, advanced practice role development, and collaboration with community health partners are discussed. [get full text]
Problem Solving Strategies Used by RN-to-BSN Students in an Online Problem-Based Learning Course
Nancy L. Oldenburg, EdD, RN; Wei-Chen Hung, PhDReceived: January 11, 2009; Accepted: March 16, 2009; Posted: November 25, 2009
It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment. [get full text]
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