International Journal of Nursing Education Scholarship

Published by De Gruyter

Volume 14 Issue 1 -

January 2017

Issue of International Journal of Nursing Education Scholarship

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Contents
Journal Overview

December 13, 2017

Crazy Making: The Institutional Relations of Undergraduate Nursing in the Reproduction of Biomedical Psychiatry

Simon Adam

Article number: 20170071

Abstract

Undergraduate mental health nursing education has been extensively discussed among nursing scholars, educators, and curriculum experts. While various perspectives have weighed in on mental health nursing education in Canada, little attention has been paid to understanding the relationship between biomedical psychiatry and undergraduate nursing education. Using institutional ethnography, this article examines the social and textual relations which characterize this relationship. Beginning in the everyday teaching and learning work of faculty members and nursing students in a collaborative baccalaureate nursing program, the social organization of mental health nursing education is explicated and the textual processes are outlined. Findings suggest the presence of an institutional and discursive dominance of mental health nursing education by biomedical psychiatry. Implications for nursing education and recommendations to better balance mental health nursing education are outlined.

November 30, 2017

The Transition from Military Nurse to Nurse Faculty: A Descriptive Study

Katie A. Chargualaf, Brenda Elliott, Barbara Patterson

Article number: 20170027

Abstract

Aim The aim of this qualitative descriptive study was to describe the transition from military nurse to nurse faculty. Background There is a global shortage of qualified nurse faculty. Recruitment of retiring or separating military nurses is a viable solution. Methods Content and thematic analysis of semi-structured interviews of former military nurses (N=13) was undertaken. Results The transition from military nurse to nurse faculty includes acknowledgment of the reality of academic culture, appreciation of the journey to bridge the gap, and culmination of a new identity. Leadership skills acquired during military service proved instrumental to a successful transition. Conclusions Recognizing this transition and the strengths these nurses offer provides evidence for focused orientation programs to increase recruitment and retention of these faculty.

October 28, 2017

Effects of Classical Background Music on Stress, Anxiety, and Knowledge of Filipino Baccalaureate Nursing Students

Kevin Evangelista, Romeo Luis A. Macabasag, Brylle Capili, Timothy Castro, Marilee Danque, Hanzel Evangelista, Jenica Ana Rivero, Michell Katrina Gonong, Michael Joseph Diño, Sharon Cajayon

Article number: 20160076

Abstract

Previous work on the use of background music suggests conflicting results in various psychological, behavioral, and educational measures. This quasi-experiment examined the effect of integrating classical background music during a lecture on stress, anxiety, and knowledge. A total of 42 nursing students participated this study. We utilized independent sample t -test and multivariate analysis of variance to examine the effect of classical background music. Our findings suggest that the presence or absence of classical background music do not affect stress, anxiety, and knowledge scores (Λ = 0.999 F (3, 78) = 0.029, p = 0.993). We provided literature to explain the non-significant result. Although classical music failed to establish a significant influence on the dependent variables, classical background music during lecture hours can be considered a non-threatening stimulus. We recommend follow up studies regarding the role of classical background music in regulating attention control of nursing students during lecture hours.

October 3, 2017

Integrating Evidence-Based Practice into a Lebanese Nursing Baccalaureate Program: Challenges and Successes

Ola Sukkarieh-Haraty, Nancy Hoffart

Article number: 20170026

Abstract

Evidence-based practice (EBP) is defined as “the conscientious use of current best evidence in making clinical decisions about patient care.” This paper describes how we have developed the evidence-based practice concept and integrated it into two courses at two different levels of the BSN curriculum. Students apply EBP knowledge and process by using the PICO clinical question (Population, Intervention, Comparison and Outcome), whereby they observe a selected clinical skill, and then compare their observations to hospital protocol and against the latest evidence-based practice guidelines. The assignment for the second course requires students to pick a more complex clinical skill and to support proposed changes in practice with scholarly literature. Assessment of student learning and course evaluation has shown that the overall experience of integrating EBP projects into the curriculum is fruitful for students, clinical agencies, and faculty.

September 26, 2017

Transforming Nursing Education: Fostering Student Development towards Self-Authorship

Darlene M. Del Prato

Article number: 20170004

Abstract

Nurse educators share a common goal: To foster student development in ways that fully prepare graduates for the challenges of contemporary practice. As patient acuity continues to escalate the responsibilities of the nurse and the nurse educator have become daunting. Contemporary practice requires a self-authored perspective that allows the nurse to appraise knowledge, weigh evidence, make autonomous decisions, and question authorities when warranted. Nurse leaders have called for transformation in nursing education through the application of evidence-based pedagogies that promote complex thinking and professional formation. This article introduces self-authorship theory and constructive-developmental pedagogy as a framework for enacting the pedagogical reform called for by nursing leaders. Drawing on the Carnegie study recommendations for nursing education reform, the article describes three constructive-developmental principles faculty can incorporate into their current practice to foster student development towards self-authorship and describes the implications of constructive-developmental pedagogy for substantive transformation in nursing education.

September 21, 2017

Making it Work – A BSN Faculty’s Process of Curriculum Redesign

Shannon Elliott, Glynda Rees, Eileen Shackell, Joan Walker

Article number: 20160057

Abstract

Curriculum renewal is an ongoing reality for all undergraduate nursing programs and is often a challenge for educators in preparing nursing students for practice. In response to constantly changing educational strategies, methodologies and knowledge, a BSN nursing program determined that a curriculum redesign was necessary. This article outlines a BSN faculty’s curriculum redesign process from the perspective of the Curriculum Development Team. The process of building a knowledge base, establishing a foundation, designing the curriculum, involving faculty and lessons learned are outlined. The process of redesigning the curriculum is shared with the aim of helping others who are engaging in curriculum redesign.

August 22, 2017

Online Teaching Efficacy: A Product of Professional Development and Ongoing Support

Sally Richter, Lynda Idleman

Article number: 20160033

Abstract

The purpose of the pilot study was to investigate the perceptions of online teaching efficacy of nursing faculty who teach courses in which 51% or more of the content is offered online. Bandura’s psychological construct of self-efficacy served as the conceptual framework. The research survey was administered to nursing faculty in a state university system located in the southeastern United States of America, plus two private universities. The Michigan Nurse Educator’s Sense of Efficacy for Online Teaching Scale, which contains 32 items that measure how nurse educators judge their current capabilities for teaching online nursing courses, was used to gather data. Overall, the scores reflected that faculty perceived themselves as quite a bit efficacious on a scale that ranged from 1 to 9. As nursing educators received more support in designing and implementing online courses, their efficacy increased. It is critical that faculty are supported on an ongoing basis to increase and develop online teaching skills in order to teach high-quality courses in online programs. Faculty members must also be recognized for their work, time, and commitment required to be effective online educators. The findings of this study revealed those participants who had a number of professional development supports and release time to develop online courses have a greater sense of efficacy.

August 15, 2017

Perspectives from Academic Leaders of the Nursing Faculty Shortage in Canada

Amanda Vandyk, Julie Chartrand, Émilie Beké, Laura Burlock, Cynthia Baker

Article number: 20170049

Abstract

There is a world-wide shortage of nursing faculty, which is complicated by the need for French, English, and bilingual professors in Canada. The purpose of this qualitative study was to explore the current status and effects of the nursing faculty shortage on Canadian Schools of Nursing (SON) from a leadership perspective. We conducted semi-structured interviews with 12 Deans and Directors of Canadian Schools of Nursing. The participants spoke about the faculty shortage in terms of demand, supply, and strategies employed. The participants were concerned about the ramifications of some of the decisions deemed necessary for continued viability of their programs, such as over-assigning teaching workloads. In light of mass upcoming retirements, shortening the time to completion for PhD studies and making graduate education more accessible are important priorities.

July 28, 2017

Nursing Students’ and Faculty Members’ Experiences of Comfort during Transition to Context-Based Learning

Vivian Puplampu

Article number: 20170054

Abstract

There is evidence supporting student-centered learning (SCL) as an effective pedagogy to prepare professionals to work in the evolving health care system of the twenty-first century. SCL has many benefits, among them that it helps students to learn to work in teams and develop problem-solving, critical thinking and communication skills. The focus on the student means that the teacher’s power is decreased. This, along with openness of the approach, can make the transition to SCL a challenge. This study used an exploratory descriptive qualitative design to explore how comfortable nursing students and faculty members were in a context-based learning (CBL) program, a version of SCL. Nursing students and faculty discussed common challenges of trusting the CBL process. They also discussed the emphasis on self-directed learning and how it could mean that tutors are not as involved with students. To enhance a smooth transition, recommendations have been made, including clarifying the CBL philosophy at orientation, and mentoring and reassuring students.

July 27, 2017

Contested Practice: Political Activism in Nursing and Implications for Nursing Education

Ellen Buck-McFadyen, Judith MacDonnell

Article number: 20160026

Abstract

Canadian nurses have a social mandate to address health inequities for the populations they serve, as well as to speak out on professional and broader social issues. Although Canadian nursing education supports the role of nurses as advocates for social justice and leadership for health care reform, little is known about how nurse educators understand activism and how this translates in the classroom. A comparative life history study using purposeful sampling and a critical feminist lens was undertaken to explore political activism in nursing and how nurse educators foster political practice among their students. Findings from interviews and focus groups with 26 Ontario nurse educators and nursing students suggested that neoliberal dynamics in both the practice setting and in higher education have constrained nurses’ activist practice and favour a technical rational approach to nursing education. Implications and strategies to inspire political action in nursing education are discussed.

June 20, 2017

Argumentation: A Methodology to Facilitate Critical Thinking

Agnes Makhene

Article number: 20160030

Abstract

Caring is a difficult nursing activity that involves a complex nature of a human being in need of complex decision-making and problem solving through the critical thinking process. It is mandatory that critical thinking is facilitated in general and in nursing education particularly in order to render care in diverse multicultural patient care settings. This paper aims to describe how argumentation can be used to facilitate critical thinking in learners. A qualitative, exploratory and descriptive design that is contextual was used. Purposive sampling method was used to draw a sample and Miles and Huberman methodology of qualitative analysis was used to analyse data. Lincoln and Guba’s strategies were employed to ensure trustworthiness, while Dhai and McQuoid-Mason’s principles of ethical consideration were used. Following data analysis the findings were integrated within literature which culminated into the formulation of guidelines that can be followed when using argumentation as a methodology to facilitate critical thinking.

June 15, 2017

The Relationship Between Levels of Fidelity in Simulation, Traditional Clinical Experiences and Objectives

Teresa Gore

Article number: 20170012

Abstract

The purpose of this study was to explore the relationship of baccalaureate nursing students’ (BSN) perceived learning effectiveness using the Clinical Learning Environments Comparison Survey of different levels of fidelity simulation and traditional clinical experiences. A convenience sample of 103 first semester BSN enrolled in a fundamental/assessment clinical course and 155 fifth semester BSN enrolled in a leadership clinical course participated in this study. A descriptive correlational design was used for this cross-sectional study to evaluate students’ perceptions after a simulation experience and the completion of the traditional clinical experiences. The subscales measured were communication, nursing leadership, and teaching-learning dyad. No statistical differences were noted based on the learning objectives. The communication subscale showed a tendency toward preference for traditional clinical experiences in meeting students perceived learning for communication. For student perceived learning effectiveness, faculty should determine the appropriate level of fidelity in simulation based on the learning objectives.

May 18, 2017

Strengthening Distance Nursing Laboratory Courses Through Application of Theoretical Foundations: A Literature Review

Louise Kemme

Article number: 20160012

Abstract

A literature review was conducted to assess study results and theoretical foundations regarding distance nursing lab courses. A variety of education and nursing-specific theories were utilized during curriculum development. No two studies applied the same theoretical foundations. Further research and integration of theoretical foundations, including the synthesis of multiple theories regarding the distance teaching of psychomotor skills, will strengthen distance nursing lab courses and allow for more effective and evidence-based learning of psychomotor skills.

April 1, 2017

An Integrative Review on Standardized Exams as a Predictive Admission Criterion for RN Programs

Julie E. Twidwell, Kathie Records

Article number: 20160040

Abstract

Nursing programs reject qualified applicants due to limited clinical placements and faculty. By admitting the strongest candidates, schools of nursing will reduce attrition rates, increase NCLEX-RN pass rates, and speed the entry into practice of well-prepared nurses to help stem the nursing shortage. This integrative review identified the standardized admission exams most predictive of student success. Included were articles published between 2005 and 2016 that focused on admission criteria, RN programs, specific exams (e. g., HESI-A 2 , TEAS, SAT, CAAP, or ACT), NCLEX-RN performance, or program success. Standardized exams are effective predictors of success in programs of nursing and first-attempt NCLEX-RN. While predictive accuracy differs between exams, findings suggest that the HESI-A 2 is currently the best predictor of success. By optimizing the use of standardized exams as admission criteria, nursing programs can reduce attrition rates and improve NCLEX-RN pass rates. This will maximize program capacity and contribute to a greater number of practicing nurses.

March 22, 2017

Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets

Gregory A. DeBourgh, Susan K. Prion

Article number: 20160020

Abstract

Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students. Results Students reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice. Conclusion Although time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

February 22, 2017

Virtual Mentoring Program within an Online Doctoral Nursing Education Program: A Phenomenological Study

Susan Welch

Article number: 20160049

Abstract

The purpose of this study was to explore the lived experiences of doctoral nursing education students who participated in a virtual mentoring program. A phenomenological design was used to enable the researchers to gain an understanding of the research phenomenon. The three patterns that emerged during the study were Confirmation of Mentoring, Building Communities, and Learning the Role of Doctoral Student. Under the pattern of Confirmation of Mentoring were the themes of Receiving Academic Support and Receiving Personal Support. Under the pattern of Building Communities were the themes of Getting to Know Mentors and Understanding the Importance of Relationships. Under the pattern of Learning of Role of Doctoral Student were the themes of Balancing Time and Learning Technology. Additional research is needed to more fully explore virtual mentoring within doctoral programs.

February 22, 2017

Nurse-Environment Interactions in the Development of Cultural Competence

Amélie Blanchet Garneau, Jacinthe Pepin, Sylvie Gendron

Article number: 20160028

Abstract

Studies on the development of cultural competence among healthcare providers tend to focus on the clinical encounter, with little attention paid to the environment. In this paper, results from a grounded theory study conducted with nurses and students to understand cultural competence development are presented; with a focus on findings that call particular attention to nurse-environment interactions. Two concurrent processes, as students and nurses develop cultural competence through interactions with their environment, were identified: “dealing with structural constraints” and “mobilizing social resources”. These dynamic interactions between healthcare providers and the larger structures of healthcare systems raise critical questions about the power of healthcare providers to influence the structures that shape their practice. The intersection of nursing theory with social and critical theories is essential to gain a comprehensive understanding of cultural competence development and to transform healthcare providers’ education in the service of social justice and health equity.

Open Access January 31, 2017

The Applicability of the NCLEX-RN to the Canadian Testing Population: A Review of Regulatory Body Evidence

Jenn Salfi, Barry Carbol

Article number: 20160078

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Abstract

The NCLEX-RN® was adopted by Canadian regulators in 2011 as the test which entry-level nurses must pass in order to be certified to practice. As part of their justification for adopting the exam, the Canadian regulators pointed to two studies conducted by the National Council of State Boards of Nursing (NCSBN). These studies aimed to determine the applicability of the NCLEX-RN® test plan to the Canadian testing population (NCSBN, 2014),with the NCLEX-RN® providing “a fair, valid, and psychometrically sound measurement” of nursing competencies of entry-level RNs in Ontario, Canada (NCSBN, 2012, p. 8). The purpose of this article is to report the findings from a review of the above two NCSBN studies in order to assess whether they provide sufficient evidence to conclude that the NCLEX-RN® is applicable to the Canadian testing population. While some evidence was found of the use of best practice principles in survey and research design, both authors call into question the evidence provided by the NCSBN, and deny the claims that the NCLEX-RN®, as currently designed, is an appropriate assessment tool for Canadian entry-level nurses.

About this journal

Objective
The International Journal of Nursing Education Scholarship (IJNES) publishes significant research and scholarship in the broad field of nursing education. The mandate of the journal is to present high quality papers to advance nursing education through research, description of innovative methods, or introduction of novel approaches about all aspects of nursing education in a timely manner. The specific aims of IJNES are to: promote worldwide scholarship in nursing education, enhance and advance nursing education globally, and provide a forum for the dissemination of international perspectives and scholarship in nursing education.　

Topics

Student, faculty, curriculum, and program development and evaluation
Theoretically-based teaching and learning strategies in classroom, clinical, and flexible learning contexts
Issues and trends in nursing education
Administration and leadership of nursing education programs

Article formats
Research, expository, and short exemplar articles, as well as critical literature reviews about diploma, degree, post-graduate and continuing education are invited from colleagues around the world.