International Journal of Nursing Education Scholarship

Published by De Gruyter

Volume 16 Issue 1 -

January 2019

Issue of International Journal of Nursing Education Scholarship

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Contents
Journal Overview

December 25, 2019

Validity and Reliability of the Arabic Version of the Incivility in Nursing Education-Revised Scale

Mohammed Baqer Al-Jubouri, Patience Samson-Akpan, Sabah Abdullah Jaafar

Article number: 20190074

Abstract

Background Incivility in nursing education can negatively affect the academic achievement. As there is no tool in Arabic to assess incivility among nursing students, there is a need for a valid and reliable tool. Purpose This study aimed to investigate the psychometric properties of the Arabic version of the Incivility in Nursing Education- Revised (INE-R) survey. Method This cross-sectional study was conducted in four universities in Iraq using a convenience sampling strategy. A translated Arabic version of the INE-R was used to assess its validity and reliability. Results Three hundred eighty-nine surveys were included in the analysis. The contrast validity was confirmed by using Exploratory Factor Analysis. The internal consistency was tested using Cronbach’s alpha, which showed the result of 0.87. Conclusion The Arabic version of the Incivility in Nursing Education- Revised is a valid and reliable scale. This scale can be used in Arab countries to assess incivility in nursing education.

December 17, 2019

A, B, or C? A Quasi-experimental Multi-site Study Investigating Three Option Multiple Choice Questions

Jackie A Hartigan-Rogers, Sandra Redmond, Shelley Cobbett, Karlene Cifuentes, Deena Honan, Elizabeth Richard, Vanessa Sheane, Tamara VanTassell

Article number: 20190061

Abstract

There is nearly a century of educational research that has demonstrated that three option multiple-choice questions (MCQs) are as valid and reliable as four or five option, yet this format continues to be underutilized in educational institutions. This replication study was a quasi-experimental between groups research design conducted at three Canadian schools of nursing to examine the psychometric properties of three option MCQs when compared to the more traditional four option questions. Data analysis revealed that there were no statistically significant differences in the item discrimination, difficulty or mean examination scores when MCQs were administered with three versus four option answer choices.

December 12, 2019

Impact of Socio-Emotional Skills On The Performance of Clinical Nursing Practices

Judit Sánchez Expósito, Diana Jiménez-Rodríguez, José Luis Díaz Agea, María Dolores Carrillo Izquierdo, Cesar Leal Costa

Article number: 20190064

Abstract

Aim To analyze the Socio-emotional (SE) skills of the students in the Nursing Degree, and their relationship with their clinical practice in hospital centers. Methods Cross-sectional descriptive study of a sample of 91 nursing students. SE skills were analyzed through self-administered questionnaires, and the clinical practices through the instrument “Clinical Practices Evaluation Notebook”. Findings The students obtained medium and high scores in the SE skills and in the clinical practices. Most of the SE skills had a positive and statistically significant relationship (p < 0.05) between them. A relationship was observed between SE skills with performance in clinical practices, through a multiple linear regression. Discussion It is suggested that the development of the SE skills of the nursing students within the Nursing degree curriculum has an influence on their performance during their clinical practices. Conclusion The SE skills are a potential predictor of the performance of the nursing students in clinical practices.

December 5, 2019

Exploring Faculty Perceptions about Simulation Training: Influence on Career, Confidence, Knowledge and Skill Acquisition and Competence

KT Waxman, Amy A. Nichols, Cynthia Shum, Lynn Forsey

Article number: 20180067

Abstract

Even with insufficient evidence in the literature regarding the impact of faculty development with simulation education, faculty development is critical to building a successful simulation program. Despite simulation being ubiquitous in nursing education across the United States (US), there is little investigation of the impact of the education and training on job satisfaction, skill development and overall confidence when using simulation to teach nursing students. The purpose of this qualitative study was to investigate how has simulation education and training has influenced faculty career fulfillment, acquisition of knowledge, overall self-confidence and competence? Themes that emerged included the following: competency, professional role change, role acquisition, course learner needs, course impact, skill development, and overall ability and confidence. The study results confirmed that a gap exists where faculty without formal education may not be aware of their lack of competence and what training they need to be effective in facilitating clinical simulation.

December 4, 2019

Adverse Event Disclosure Training for Nursing Students: Peer Role-Play and Simulated Patients

Joanna Wing Yan Yeung

Article number: 20190094

Abstract

Background Simulation has proven valuable in nursing communication training, but there are limited studies comparing the effectiveness of different training methods, especially in the area of adverse event disclosure (AED) training. Therefore, this study aimed to examine the impact of two training methods, peer role-play (PRP) and simulated patients (SP) on the self-efficacy and performance of nursing students in AED in a simulated environment. Methods Forty-four nursing students participated. Students’ self-efficacy toward AED was assessed using the pre/post-test method. Also, students’ performance was evaluated after the simulation encounter. Results It showed a significant difference in self-efficacy between the groups. However, no significant difference emerged between the groups in performance. Conclusion This study provides a basis for comparison of these two methods in patient communication training. Educators should consider their resources and expected learning outcomes in designing the emotionally draining adverse event disclosure training.

December 3, 2019

International Nursing Program Accreditation

Sharon Ferguson Beasley, Suzette Farmer, Keri Nunn-Ellison, Nell Ard

Article number: 20190075

Abstract

The Accreditation Commission for Education in Nursing (ACEN) is committed to being a supportive partner in strengthening the quality of nursing education for all levels of nursing programs domestically and internationally. With a longstanding history of accreditation dating back 66 years, the ACEN accredited its first international program in 2004 adding international accreditation to its repertoire. Recognizing geographic, cultural, and national differences, the ACEN common core of Standards and Criteria equip faculty with autonomy to embrace unique attributes of their programs regardless of location, culture, and nationality. Further, the ACEN review process fosters self-evaluation, peer review, and the promotion of educational equity, access, and mobility. As a result, the number of international nursing programs pursuing and attaining accreditation with the ACEN has increased thus validating the inclusiveness and relevance of the ACEN Standards and Criteria. The purpose of this article is to highlight ways in which ACEN Standards and Criteria apply to domestic and international nursing programs.

December 3, 2019

Succession Planning in Nursing Academia: A Scoping Review

Laura Kristine Phillips

Article number: 20190070

Abstract

Purpose The purpose of this scoping review was to examine the range of literature about succession planning in nursing education. Background Succession planning establishes leadership continuity and inherent knowledge within an institution and nursing education. Most of the literature on succession in nursing is focused in the healthcare setting with limited information of succession planning in nursing education discovered. Method Arksey and O’Malley’s (2005) framework was used to guide this review. Results Emergent categories in the charted literature representing succession planning in nursing education included discouraging factors to assuming a leadership role, encouraging factors to assuming a leadership role, and strategies for successful succession planning. Conclusion There are many factors that discourage and encourage a faculty member when pursuing a leadership position. Developing and implementing a successful succession plan that includes the development of leadership abilities and traits could foster the development of future leaders in nursing education.

December 3, 2019

Practicing Leadership Skills through Peer Mentoring and Teaching: the Lived Experience of BSN Students

Alicia L. Bright

Article number: 20190022

Abstract

Although leadership theory is introduced in baccalaureate nursing curriculum, opportunities to practice and develop leadership skills are limited for undergraduate nursing students. This study explores the experience of advanced nursing students who provided mentoring and tutoring to beginning nursing students. The experiences they describe are interpreted in light of literature on leadership education in undergraduate nursing schools, as well as that of peer mentoring and peer teaching. These advanced students described opportunities to practice and reflect on leadership skills and attributes. Peer mentoring and peer teaching programs may be an effective and efficient way of helping nursing students gain leadership skills and experience.

November 26, 2019

Pediatric Practicums Conducted in School Settings: An Integrative Review

Celeste M. Schultz, Teresa J. Krassa, Krista L. Jones

Article number: 20180051

Abstract

Background Examining nursing pedagogical strategies is important to assure that nursing students have opportunities to become knowledgeable and skilled clinicians. However, little is known about the nursing pedagogical strategy of using schools for pediatric practicum. The purpose of this review is to integrate the evidence regarding the use of schools as practicum sites for nursing students to obtain pediatric clinical experience. Method Searches were conducted in three electronic databases resulting in 70 publications; eight publications met the inclusion criteria. Results Five themes were identified using content analysis: description of practicum settings; level of education, number of students, clinical time and geographic region of the college; theoretical framework; nursing student activities and assignments; nursing student outcomes, evaluation of pediatric practicum experience, and school student health outcomes. Conclusion Findings support the use of schools for pediatric practicums. This practicum broadens nursing students’ knowledge of promoting health among well and chronically ill children.

November 26, 2019

Analysis of Medication Errors and near Misses Made by Nursing Students

Tabatha Teal, Jan Emory, Susan Patton

Article number: 20190057

Abstract

Despite extensive research and technological advancements, errors related to medication administration continue to rise annually. The body of evidence surrounding medication errors has focused largely on licensed practicing nurses. Nursing students can offer a unique perspective regarding medication administration as their foundation for professional psychomotor skills and cognitive abilities are developed. The purpose of this study was to explore the variables related to medication errors made by pre-licensure nursing students. Data were collected from 2013–2015 in a pre-licensure program. Students completed a post-error survey available in Google Forms. One hundred thirteen responses to the error report were completed. By exploring the factors related to medication errors among nursing students, teaching and learning strategies forming the foundations of medication administration can improve professional nursing practice and improve safety and quality of care.

November 16, 2019

Using “Knowing That” and “Knowing How” to Inform Learning of Peripheral Vein Cannulation in Nursing Education

Monika Ravik

Article number: 20180078

Abstract

Background Peripheral vein cannulation is one of the most common invasive practical nursing skills performed by registered nurses. However, many registered nurses lack competence in this practical skill. Learning peripheral vein cannulation associated with successful placement and maintenance is not well understood. Framework Ryle’s ways of knowing, “knowing that” and “knowing how”, can be used during peripheral vein cannulation learning to guide development and competence in this practical skill. Aim The aim of the article was to provide an overview of Ryle’s ways of knowing and to make recommendations for best practices for nurse teachers and nurses teaching students peripheral vein cannulation. Conclusion Ryle’s ways of knowing can assist nursing students in their learning and development of peripheral vein cannulation.

November 6, 2019

Self-Directed and Lifelong Learning: A Framework for Improving Nursing Students’ Learning Skills in the Clinical Context

Modi Owied Al Moteri

Article number: 20180079

Abstract

Self-directed lifelong learning is an important competency for nursing students to meet their professional development, yet it can be challenging for some students to acquire self-directed learning skills in a clinical context. A framework based on Hiemstra and Brockett’s “Person, Process, Context” model was developed to promote nurses' self-directed lifelong learning. The implication stems from our expectation that the framework can accelerate the development of interpersonal and intellectual skills valuable to a nursing student’s lifelong learning process.

October 24, 2019

Jordanian Nursing Student and Instructor Perceptions of the Clinical Learning Environment

Hala A. Bawadi, Zaid M. Al-Hamdan, Manar Nabolsi, Fathieh Abu-Moghli, Arwa Zumot, Andrew Walsh

Article number: 20180037

Abstract

Background Training within clinical areas is a vital part of nursing education. In order to effectively modify and facilitate such training, it is important to understand the perceptions of nursing educators and students about what constitutes effective practices. Objective: This study explores perceptions of Jordanian nursing students and clinical instructors related to clinical training and the learning environment. Design: Interpretative phenomenological qualitative approach was used in this study. Method: semi-structured focus group interviews in two Jordanian Universities Results: The study identified four themes focused on the experiences of these participants. Themes were attributes of clinical training placement, attributes of clinical instructors, attributes of clinical nursing curriculum and student’s attributes. The first theme had two subthemes “Structure and nature of clinical placement” and “Nurses’ collaboration”. Conclusion: The study recommendations are: nursing schools should plan students’ clinical experience taking into consideration the challenges associated with these attributes

October 16, 2019

Academic Partnerships: Social Determinants of Health Addressed though Service Learning

Henny Breen, Melissa Robinson

Article number: 20190062

Abstract

Aim To evaluate the impact of service learning through academic partnerships Background Although there is an abundance of literature regarding service learning as a pedagogical strategy for teaching pre-licensure students, there is a gap in the literature in regarding Associate Degree nurses returning to school to earn a bachelor’s degree. Method A qualitative study which included student assignments and interviews, written feedback and focus groups with staff from community organizations was used to evaluate the Service-Learning Program. Results Five primary themes emerged from the data which included a deeper understanding of vulnerable populations, increased knowledge of challenges in access to care, improved leadership skills, improved awareness of community resources, and impact on nursing practice. Conclusion Community organizations recognized the expertise of the RN to BSN students and benefited from their work and at the same time, students recognized their expertise and leadership in ways they had not done before.

October 4, 2019

Student Perception of the Flipped Classroom in Nursing Education

Karen Lee Hessler

Article number: 20190054

Abstract

As nurse educators consider new pedagogy for teaching nursing, the students’ views and perceptions must be considered. Many studies and commentaries have been written to date on the flipped classroom in nursing education, but few have used research methods to tease out student views of this teaching approach. The purpose of this study was to investigate student perceptions of the flipped classroom using a phenomenological approach. Students who had experienced traditional lecture instruction and the flipped classroom in the same semester were asked about their perceptions and comparisons of the two instructional methods. Qualitative analysis of fifteen individual interviews and two focus groups revealed seven themes, each encompassing a rich data set to inform nurse educators about student perceptions of the flipped classroom. This research informs educators on the effects of launching innovative teaching and learning strategies while considering the audience within the classroom.

October 4, 2019

A Cognitive Load Theory Simulation Design to Assess and Manage Deteriorating Patients

Richard Say, Denis Visentin, Vasiliki Betihavas, Susannah Minutillo

Article number: 20190009

Abstract

Background Cognitive load theory (CLT) uses an understanding of brain architecture for educational design, with implications for simulation. Since working memory is limited, minimising extraneous cognitive load improves learning of new tasks (intrinsic load) and use of existing knowledge (germane load). This study evaluates the effectiveness of low-fidelity simulation (LFS) utilising CLT principles in the assessment and management of the deteriorating patient (AMDP). Method CLT design principles informed the choice of LFS and simulation design. The self-rated ability of 13 undergraduate nurses across seven aspects of AMDP was measured in a pre-post design. Results Self-rated ability increased from 2.98 (SD = 0.19) to 4.47 (SD = 0.12) (p < 0.001), with improvements across all AMDP aspects. Conclusion This study indicates that CLT informed design has benefits for simulation. LFS may be preferred to high fidelity simulation for AMDP teaching and medical simulation for novice learners.

October 1, 2019

Student Nurses’ Perceptions About Older People

Sherry Dahlke, Sandra Davidson, Uira Duarte Wisnesky, Maya R. Kalogirou, Vince Salyers, Cheryl Pollard, Mary T. Fox, Kathleen F. Hunter, Jennifer Baumbusch

Article number: 20190051

Abstract

Educating nursing students about the ageing population is situated within negative societal, heath care and nursing perceptions. A cross-sectional design using Burbank’s perceptions towards older people scale was used to survey students in a pre-licensure nursing program in western Canada. Findings revealed that students’ perceptions about older people were lower in the third year of the nursing program and after four clinical experiences. We suggest that students’ first experiences in long-term care settings, in which they learn to provide basic care to older people, be balanced with experiences of older people in a variety of settings. Such experiences would allow students to develop the knowledge and skill needed to work with an ageing population with complex healthcare needs. More research is needed to better understand students’ experiences and perceptions about where in the program more learning strategies about how to best work with older people would be helpful.

September 20, 2019

Nursing Students’ Perceived Self-Efficacy and the Generation of Medication Errors with the Use of an Electronic Medication Administration Record (eMAR) in Clinical Simulation

Ryan Chan, Richard Booth, Gillian Strudwick, Barbara Sinclair

Article number: 20190014

Abstract

Medication errors continue to be a significant issue, posing substantial threats to the safety and well-being of patients. Through Bandura’s theory of self-efficacy, nursing students’ self-efficacy (confidence) related to medication administration was examined to investigate its influence on the generation of medication errors with the use of an Electronic Medication Administration Record (eMAR) in clinical simulation. This study examined the generation of medication errors and the differences that may exist based on nursing students’ perceived confidence. The findings of this study demonstrated that nursing students continue to generate medication errors within clinical simulation. No differences in the generation of medication errors were found between nursing students with perceived high levels of confidence and those with perceived low levels of confidence (one exception noted). Further examination of the variables and contextual factors related to safe medication administration practices is required to inform nursing education and practice.

September 19, 2019

Reflecting on Leadership Development through Community Based Participatory Action Research

Mary Asor Asirifi

Article number: 20180086

Abstract

The need for leadership in nursing is well-documented and Domain Six of the doctoral section of the National Nursing Education Framework of the Canadian Association of Schools of Nursing (CASN) is Leadership. While there are likely many paths to achievement of these leadership components, the intent of this paper is to share my journey through iteration of and reflection on my PhD dissertation research focused on a four-cycle community-based participatory action research study (CBPR) related to clinical teaching in Ghana. The focus of CBPR is to engage the researcher and the participant group (community) in collaborative, and egalitarian processes to assess and problem solve an issue in the community. Similarly, leadership promotes collaborative interpersonal relationships among leaders and followers to address issues and institutes change strategies in policies. This paper presents my experiences in building leadership capacity through this scholarly endeavor (PhD thesis) in relation to the CASN guideline.

September 20, 2019

Holistic Nursing Values in Nurse Practitioner Education

Elizabeth Kinchen

Article number: 20180082

Abstract

Much has been written about the inclusion of holistic nursing values and practices in undergraduate nursing education, but their inclusion and influence in advanced practice nursing education has not been fully explored. Nurse practitioners (NPs) are nurses, so it is assumed that the nursing perspective provides a framework for NP education and practice, and that NP education represents the blending of a holistic nursing approach with medical diagnosis and treatment. Nurse practitioners are taking increasing responsibility for filling the gap in primary healthcare availability in the U.S., and in the current political and economic healthcare climate, NPs are in a position to promote primary care models that honor comprehensive, patient-centered, and relationship-based care. As a result, it becomes essential to quantify the inclusion of these values in NP educational programs and coursework, as instilling core values for practice begins in educational environments. This quantitative, descriptive study explored the inclusion of holistic nursing values by NP faculty, using the Nurse Practitioner Holistic Caring Instrument (NPHCI). The NPHCI exhibited quite high reliability and validity in the sample, including confirmation of its three subscales. Survey results suggest that NP faculty actively incorporate holistic nursing values in educational coursework, and that age, length of time teaching in NP programs, highest educational degree, and academics as the primary area of practice were important indicators of the inclusion of holistic nursing values in NP program curricula. Findings add to knowledge of NP education, but further study is warranted.

August 20, 2019

Developing Reflective Thinking through Poetry Writing: Views from Students and Educators

Kirsten Jack, Sam Illingworth

Article number: 20180064

Abstract

Aims and Objectives To explore student nurse and educator perspectives on the use of poetry writing as a way to reflect on important nursing practice issues. Background Reflective practice is a well-established method of learning in pre-registration nurse education although student nurses can find reflection a challenging process. Design An exploratory descriptive approach. Methods Data were extracted from unstructured interviews with students and educators (n = 12) from one university in the North-West region of England, United Kingdom (UK). Data were thematically analysed. Results Poetry writing supports a meaningful exploration of events, which have the potential to lead to changes in perspective. Careful planning of the poetry writing process is required, to ensure the potential of this approach is realised. Conclusion Poetry writing is an effective way to reflect on clinical practice. This work has relevance and transferability to a wide range of professional disciplines, where reflective practice is encouraged.

August 20, 2019

Exploring an Innovative Course Delivery Method for Accelerated BSN Students

Rhoda A. Owens

Article number: 20190011

Abstract

Background The purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning. Methods The convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items. Results Students reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences. Conclusions Hybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

August 3, 2019

Becoming a Transformative Nurse Educator: Finding Safety and Authenticity

Renee Hoeksel, Linda L Eddy, Lida Dekker, Dawn Doutrich

Article number: 20180073

Abstract

The study purpose was to evaluate and strengthen this program’s nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting “Aha!” moments, and c) Safety with a capital “S”. These findings were used to strategically revise the entire nurse educator curriculum.

August 6, 2019

Identifying Indicators of National Council Licensure Examination for Registered Nurses (NCLEX-RN) Success in Nursing Graduates in Newfoundland & Labrador

April D. Pike, Julia Lukewich, Julie Wells, Megan C. Kirkland, Madonna Manuel, Kathy Watkins

Article number: 20180060

Abstract

In Canada in 2015, the pass rates on the National Council Licensure Examination (NCLEX-RN) were considerably lower than pass rates on the Canadian Registered Nurse Examination (CRNE) causing nurse educators to express concern regarding the NCLEX-RN. The purpose of this study was to examine the relationship between candidate variables (e. g. academic performance, demographics) on their NCLEX-RN outcome (pass/fail). A cross-sectional data linkage design was employed using multiple sources of data on nursing graduates who wrote the NCLEX-RN in 2015, 2016 and 2017 (n = 259). Results showed that fewer questions answered on the NCLEX-RN and higher grades in various nursing courses (e. g. Introduction to Nursing, Statistics) predicted higher odds of passing the NCLEX-RN. To improve pass rates, nurse educators must integrate diverse methods of testing into existing curricula that mimic the NCLEX-RN exam, specifically computer adaptive exams. Further research is needed to determine other possible challenges for countries considering adopting the NCLEX-RN.

August 3, 2019

Evaluation of Bachelor’s Degree Nursing Program Assessment by Nurses Working at A University Hospital: A Cross-Sectional Study from Turkey

Dilek Yılmaz, Fatma Düzgün, Derya Uzelli Yılmaz, Yurdanur Dikmen

Article number: 20190029

Abstract

The aim of this study was to examine the evaluation of integrated program, traditional and problem based programs in nursing by nurses working in a university hospital. The population of the study consisted of the 288 nurses. In the collection of research data, use was made of a Nurses’ Description Form and the Bachelor’s Degree Nursing Program Assessment Scale (BNPAS). It was found that the total mean BNPAS scores of nurses graduating from the integrated educational program were higher than those of nurses graduating from traditional and problem-based learning educational programs (p < 0.05). The total mean BNPAS scores of nurses who followed professional scientific publications after graduation were higher than the scores of those who did not, and the difference was found to be significant (p < 0.05). It was concluded that nurses had positive assessment of the bachelor’s degree programs from which they graduated.

August 1, 2019

Providing Personal Care to Patients: the Role of Nursing Students’ Emotional Labor

Letizia Dal Santo, Oliva Marognoli, Vanessa Previati, Cesar Ivan Aviles Gonzalez, Paola Melis, Maura Galletta

Article number: 20180046

Abstract

Background Providing personal care may be a source of emotional difficulties and negative feelings for students interacting with patients during their first clinical placement. This study was done to describe the role of emotional strategies for first year nursing students providing personal care to patients and the relationship of these strategies to students’ emotional exhaustion, self-efficacy, and turnover intention. Method A self-reported questionnaire was administrated to a convenience sample of 226 first-year undergraduate nursing students attending their first clinical placement in one Italian University hospital. Results Results suggested a positive link between students’ cognitive re-evaluation of their experiences and their self-perceived self-efficacy. Attentional deployment was the strongest antecedent of emotional exhaustion. Emotional dissonance was the primary contributor to students’ turnover intention. Emotional exhaustion mediated the relationship between emotional dissonance and turnover intention. Conclusion This research suggested that there are emotional coping strategies useful for protecting student nurses from emotional exhaustion and turnover intention and that these strategies are positively related to students’ self-perceived self-efficacy in providing personal care.

March 19, 2019

Focused on the Objective: Experience of Male Combat Veterans in BSN Programs

Kelly L. Dyar, Cynthia Brown

Article number: 20180021

Abstract

Background Veterans may provide a recruitment source to increase the diversity of the nursing workforce and increase the percentage of baccalaureate-prepared nurses. This study sought to understand the lived experience of male combat veterans in pre-licensure baccalaureate degree nursing programs. Method Using Van Manen’s interpretive phenomenology methodology, a purposive sample of seven male combat veterans in pre-licensure baccalaureate degree nursing programs participated through written lived-experience descriptions (n = 2), photo-elicitation (n = 2), and unstructured interviews (N = 7). Findings The essential nature of the phenomenon is focused on the objective and four themes describing the participant’s experiences were identified: tools of the trade, identity, turbulent waters, and fuel. Conclusion Despite the presence of barriers and frustrations, participants applied their identity and used the strengths gained through military service along with supports to focus on their objective of becoming a nurse. Thus, this research has implications for nurse educators.

March 12, 2019

The Work of Preparing Canadian Nurses for A Licensure Exam Originating from the USA: A Nurse Educator’s Journey into the Institutional Organization of the NCLEX-RN

Kristin Petrovic, Emily Doyle, Annette Lane, Lynn Corcoran

Article number: 20180052

Abstract

The licensing exam for registered nurses in Canada has recently been changed from a Canadian developed, owned and delivered exam to the National Council Licensure Examination for Registered Nurses (NCLEX-RN) which originates from the United States. Rationale for this exam change focused on transitioning to a computer-based exam that has increased writing dates, with increased security, validated psychometrics, increased exam result delivery, and an anticipated decrease in expense to students. Concerns have arisen around the acceptance, implementation and delivery of this exam to Canadian nursing students that reflects the broad Canadian landscape of education and nursing practice. The experience of a Canadian nurse educator in working to facilitate students’ transition to this exam is addressed using an institutional ethnographic lens. Finally, we come to conclusions about the importance of countries utilizing licensing exams that reflect their nursing education and practice

March 12, 2019

An Evaluation of Simulation Debriefings on Student Nurses’ Perceptions of Clinical Reasoning and Learning Transfer: A Mixed Methods Study

Sandra Johnston, Robyn Nash, Fiona Coyer

Article number: 20180045

Abstract

To aim of this study was to explore undergraduate nursing student (n = 256) perceptions of clinical reasoning ability and learning transfer after participating in either a standard post simulation debriefing or a debriefing based on transfer of learning principles. Background: It is assumed that students will transfer what they have learned from simulation to real world practice, however, some students are unable to identify the relevance of simulated learning experiences if scenarios are dissimilar to clinical placement settings. The nature and extent what is able to be transferred from simulated to real settings is unclear, particularly in relation to complex processes such as clinical reasoning. Transfer of learning to a new situation involves deliberate cognitive effort, including reflection and mindful abstraction of central attributes of a problem. As reflection is a key element in learning transfer, the debriefing element of simulation was seen to be a platform for this study. Method: A convergent parallel mixed methods design used a pre-test, post-test survey and focus group interviews. Results: No statistically significant difference in post-test clinical reasoning scores between groups was found. There was a statistically significant improvement in 12 out of 15 criteria among the control group and in 8 of the criteria among the intervention group. Qualitative findings provided some evidence that learning had transferred to clinical settings. Evidence of “near” transfer was more evident than “far” transfer. Conclusion: Positive findings included that all students perceived they had transferred the skills of patient assessment and effective communication during episodes of patient care. The concept of a “framework” being verbalized by many of the intervention group during practice is a promising finding and may be a useful direction for further research focusing on the instructional demonstration of explicitly promoting a level of abstraction of problems and prompting participants to search for conceptual connections. This may indicate retained idea or concepts from the debriefing which may be useful in future practice.

February 23, 2019

Nursing Education Challenges from Saudi Nurse Educators’ and Leaders’ Perspectives: A Qualitative Descriptive Study

Reem Alghamdi, Monirah Albloushi, Ebtesam Alzahrani, Aisha Aldawsari, Seham Alyousef

Article number: 20180027

Abstract

Aim To explore the challenges in nursing education in Saudi Arabia from nurse educators’ and leaders’ perspectives. Background Saudi Arabia considerably lacks Saudi nurses and most nurses in Saudi healthcare facilities are expatriates with diverse academic, cultural, and linguistic backgrounds. The perception regarding nurses’ profession and their low status in Saudi Arabia affect the nursing profession negatively, leading to staff insufficiency. Understanding the difficulties of the nursing profession could help intervene accordingly, in encouraging students to pursue a career in nursing. Methods An exploratory qualitative method was used. Three Saudi nursing educators and four leaders were interviewed. They were recruited through purposive sampling. The interviews were transcribed verbatim and data were analyzed using thematic analysis. Findings Participants indicated that nursing education in Saudi Arabia is facing multiple challenges requiring serious attention from Saudi leaders. The challenges were divided to four themes and different categories; cultural challenges, educational challenges, organizational challenges (weak nursing authority, lack of acknowledgement for Saudi nurses), and work challenges (poor working environment, language barrier). Discussion The challenges that face nursing education in Saudi Arabia were mainly at three levels: management, system, and social. These challenges were the reasons for Saudi nurses to leave the profession. Conclusion This study revealed some of the challenges facing nursing education in Saudi Arabia. These challenges are not unique to Saudi Arabia but knowing about these challenges will help nurse educators and leaders to improve nursing programs, enhance students’ clinical experiences, and promote nursing profession in Saudi Arabia.

February 23, 2019

An Exploration of the Clinical Accommodation Process for Nursing Students with Physical Disabilities Using Grounded Theory

Erin Horkey

Article number: 20180010

Abstract

Aim: The purpose of this study was to uncover the process by which nursing faculty make reasonable academic accommodations in the clinical environment for nursing students with orthopedic impairments. Background: Accommodating students with disabilities is necessary in nursing education. Unfortunately, policies, procedures, and practices for accommodation in nursing education are lacking. Nursing faculty lack resources for accommodation implementation for students with disabilities. Method: Constructivist grounded theory methods according to Charmaz, K. (2014). Constructing grounded theory (2nd ed. ed.). Thousand Oaks, California: Sage guided data collection and analysis. Results: Two defined processes were uncovered. “Faculty Perceptions of Their Experience Navigating the Clinical Accommodation Process” discusses external factors that affected implementation. “Reaching the Bottom Line” describes the essential elements of the implementation process. Conclusion: Seven steps of the accommodation process were identified. Additional research is needed to determine the effectiveness of each step and explore possible ways to mitigate numerous barriers to the accommodation process which participants also described.

February 23, 2019

The Relation of Satisfaction, Self-Confidence and Emotion in a Simulated Environment

Leandro Mano, Alessandra Mazzo, Jose Rodrigues Torres Neto, Cezar Kayzuka Cotta Filho, Vinicius Pereira Goncalves, Jo Ueyama, Gerson Alves Pereira Junior

Article number: 20180009

Abstract

Clinical simulation allows discussions about improving the quality on the patient’s care. This method have effectiveness on what concerns to satisfaction, self-confidence and student motivation. However, during the assessment, the students have emotional reactions that have tended to be overlooked. In view of this, this article seeks to identify and describe the relationship of the emotions observed by facial expressions and assess their degree of satisfaction and self-confidence by carrying out simulated practices among the nursing students. The analysis based on the scales showed high satisfaction and self-confidence levels, and it was found that the predominant basic emotion was anger, which is caused by other correlated emotions like tension and stress. This divergence between the identified emotions opens up space for further investigations about the level of motivation and the stimulus tolearning that these emotions can provide, and the extent to which they can lead to satisfaction and self-confidence.

February 12, 2019

Structure and Content of a New Entrance Exam to Select Undergraduate Nursing Students

Elina Haavisto, Maija Hupli, Nina Hahtela, Asta Heikkilä, Pirjo Huovila, Eeva-Liisa Moisio, Lea Yli-Koivisto, Kirsi Talman

Article number: 20180008

Abstract

Aim The aim of this study was to develop an evidence-based structure and content for the new nursing entrance examination. Background The purpose of the student selection process is to ensure that those admitted have the required aptitude, motivation and potential to successfully complete studies. Methods The literature reviews were collected using systematic searches in five electronic databases on the assessment of learning skills, social skills/ emotional intelligence and certainty of career choice of nursing applicants. Three focus group interviews (n = 26) were conducted. Data were analysed inductively. The structure and content of the entrance examination was formed by two data sets synthesis. Findings Nursing student selection should involve the assessment of five categories in learning skills, three in social skills and four categories in certainty of career choice. Conclusion Comprehensive assessment can ensure that those admitted are suitable for the profession and have the capability to succeed in their studies.

February 7, 2019

An Unfolding Case Study: Supporting Contextual Psychomotor Skill Development in Novice Nursing Students

Janice Meiers, Martha Joan Russell

Article number: 20180013

Abstract

Background Nursing students learn psychomotor skills in the nursing lab, removed from the context of real patient care. As a result, students experience challenges linking client conditions with pertinent assessments and the performance of skills in the clinical setting. To address this gap, we created an unfolding case study for the nursing lab that provides context and supports students to use assessment and theory to guide skill performance in practice. Method Faculty and student focus groups were conducted to elicit feedback on the use of an unfolding case in the nursing lab with novice nursing students as they transition to clinical practice. Results Impacts that emerged from the faculty and student focus groups included knowledge synthesis, transferability to practice, and increased clinical competence. Conclusions The unfolding case study successfully supported students’ transition to acute care practice. Both faculty and student participants expressed a desire for use of this dynamic method in all nursing lab courses.

January 22, 2019

Challenges in Implementing an E-Learning Education Program for Syringe Pump Use

Patricia Saint-Marc, Robert Ratiney, Joël Schlatter

Article number: 20170079

Abstract

To prevent the incidence of risks imputable to human error during the process of preparing the infusion pump, clarity in teaching and learning are required. Because traditional classroom training is difficult and time-consuming, the aim of the present study was to challenge the implementation of an e-learning education program for syringe pump use. The impact of the e-learning program was evaluated with 100 nurses between March and June 2016. The e-learning program significantly increased general baseline knowledge in syringe pump use; however, aspects of the program confused participants. The feedback from 98 % of nurses on the e-learning program was that it was effective in helping them with this skill. However, only 54 % opted for the e-learning program versus traditional training. The present study showed nurses preferred a blended learning format. Based on our hospital incident and error reports, this study shows local training requires a specific approach strategy for syringe pump education.

January 15, 2019

Teaching Basic Nursing Care: Nurse Preceptors’ Perceptions about Changing the Teaching Context from the Clinical Setting to a School Simulation Lab

Daniela Lillekroken

Article number: 20180033

Abstract

Research demonstrates that basic nursing care receives less attention in clinical settings and has become visually less prominent in nursing education curriculums. While much is known about the importance of preceptorship in clinical settings, little is known about how preceptors teach basic nursing care to students in a school simulation lab. This study explores the preceptors’ perceptions of teaching basic nursing care to nursing students in the school simulation lab compared to clinical settings. Data were collected through focus group interviews and participant observation and analyzed by using qualitative content analysis. Three main categories emerged: (i) Perceived advantages and disadvantages, (ii) Positive attitudes – remembering being a student, and (iii) Knowing what to do and showing how to do it. Awareness of the importance of having knowledge about basic nursing care may contribute to counterbalancing the devaluation of basic nursing care among nursing students.

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.