International Journal of Nursing Education Scholarship

Published by De Gruyter

Volume 2 Issue 1

January 2005

Issue of International Journal of Nursing Education Scholarship

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Contents
Journal Overview

Editorial

January 5, 2005

Extending The Evidence Base For Nursing Education

Carroll L. Iwasiw, Dolly Goldenberg, Mary-Anne Andrusyszyn

Article

January 24, 2005

Promoting Clinical Reasoning in Undergraduate Nursing Students: Application and Evaluation of the Outcome Present State Test (OPT) Model of Clinical Reasoning

Donald D Kautz, RuthAnne Kuiper, Daniel J Pesut, Phyllis Knight-Brown, Darlene Daneker

Abstract

Promoting clinical reasoning in undergraduate nursing students through application of the Outcome Present State Test (OPT) Model of Clinical Reasoning, is a challenge that can be successfully managed through effective teaching-learning strategies. Empirical evidence to support teaching strategies that foster both cognitive and metacognitive skill acquisition is limited. The purpose of this research was to evaluate the development of clinical reasoning skills among nursing students through the application and evaluation of teaching-learning strategies associated with self-regulated learning and the OPT model (Pesut & Herman, 1998; 1999; Pesut, 2004). The model and self-regulated learning prompts were used to structure learning with junior level baccalaureate nursing students during a ten-week, medical-surgical clinical experience in acute care telemetry units. Data analysis revealed students effectively made gains in learning associated with the OPT model. Qualitative analysis of self-regulated learning prompt journal data revealed students made significant gains in self-observation, self-judgment, knowledge work and use of health care personnel resources during clinical experiences. Results indicated the intentional use of guided reflection coupled with structure and learning tools of the OPT model significantly enhanced clinical reasoning skill acquisition, and provided evidence for the effectiveness of structured teaching learning strategies.

February 17, 2005

Transforming Nursing Education: A Partnership Social System for Alignment with Philosophies of Care

Carey S. Clark

Abstract

It has been made clear by nurse educators and theorists such as Bevis (1989), Benner, Tanner, and Chesla (1996), and Bevis and Watson (2000) that a movement away from the traditional, behavioral, medical-model of lecture and behaviorism as the main modalities for teaching and learning in nursing is essential. Why is it then that nursing education by and large is still taught via lecture and behavioralist methodologies (Bevis & Watson, 2000), despite the proliferation of research related to innovations in nursing education? This paper examines the parallel between the prevailing Western dominator social system or paradigm, masculine values/ traits, and the established behavioralist-medical methodology of teaching nursing. How nursing education in general has been influenced by the dominator social system is discussed and an argument for why nurse educators might consider working towards more effective means of closing the gap between caring-humanistic nursing philosophies and actual educational practices presented.

February 25, 2005

Is Plagiarism Creating an Opportunity for the Development of New Assessment Strategies?

Sandra L Bassendowski, Andrew J Salgado

Abstract

Have traditional student assessment strategies such as the formal written paper outlived their usefulness? Given reports of plagiarism in post-secondary institutions and the ease with which students can cut and paste content from online sources, the relevance and applicability of traditional assessment strategies need to be examined in light of these technological advances. The introduction of technology and the Internet into classrooms has been the most important educational change to occur in the last one hundred years, yet assessment strategies reflect the characteristics of the printing press to a greater extent than the capabilities of technology and the Internet. The paper explores a connection to the visual arts in terms of creation, re-creation, the desire to conceal, and contemporary means of interpretation. A search of the literature reveals a need for teaching and learning environments to evolve along with a technologically-based society.

March 15, 2005

Teaching Nursing Students to Assess and Intervene for Domestic Violence

Yolanda R Davila

Abstract

Domestic violence is recognized as a priority womens health issue. Despite its prevalence, the majority of accredited nursing schools in the United States has yet to adequately integrate violence assessment and intervention content and planned clinical experiences into their curriculum. Therefore, the author has developed a theoretically based one-day domestic violence immersion activity to enhance the teaching of domestic violence assessment and intervention skills to baccalaureate nursing students.

April 4, 2005

Strengthening Workforce Relationships: Developing Practice Learning

Stephen Timmons, Jacqueline Randle, Jennifer R Park

Abstract

A joint partnership between a University and its local hospitals developed and implemented Practice Learning Teams (PLTs) to enhance student nurse learning experiences. In order to achieve this, PLTs arrived at clear aims and purposes, with educators and nurses working collaboratively and being jointly responsible for the quality of students placement experience. This study occurred after a year of implementation, and a range of stakeholders were interviewed in order to evaluate perceived effectiveness. Findings of this report suggest the majority of respondents thought PLTs should be retained, recognising that they were new, and thus required development. There was a clear difference between effective and ineffective PLTs. Effective teams were considered to support the students practice-based learning and mentors, while providing a forum for sharing good practice, discussion and problem solving. Less effective teams were characterised by having a low attendance or a membership that lacked enthusiasm and/or willingness to participate.

April 4, 2005

Implementing and Evaluating a Culturally-Focused Curriculum in a Collaborative Graduate Nursing Program

Debbie J Ciesielka, Gretchen Schumacher, Alice Conway, Joyce Penrose

Abstract

For more than a decade, nurses and nurse educators have been held to national and professional goals aimed at affirming diversity, integrating cultural competence, and closing the healthcare disparity gap. Faced with shrinking resources, meeting these goals has been harder to achieve. In September 2004, the Sullivan Commission report renewed attention to the widening gap in healthcare quality for Americas growing minority population as well as the shortage of minority healthcare providers. The focus of this article is how faculty at a collaborative nurse practitioner program responded to these concerns. Described is a multifaceted approach, beginning with participation in a nationally recognized cultural awareness workshop and continuing through a process designed to bridge theory with clinical and classroom practice. Emphasis is given to the challenges of meeting the needs of a wide geographic area and the opportunities engendered by shared resources.

April 15, 2005

Journaling; An Active Learning Technique

Tim K Blake

Abstract

Journaling is a method frequently discussed in nursing literature and educational literature as an active learning technique that is meant to enhance reflective practice. Reflective practice is a means of self-examination that involves looking back over what has happened in practice in an effort to improve, or encourage professional growth. Some of the benefits of reflective practice include discovering meaning, making connections between experiences and the classroom, instilling values of the profession, gaining the perspective of others, reflection on professional roles, and development of critical thinking. A review of theory and research is discussed, as well as suggestions for implementation of journaling into coursework.

May 16, 2005

Post-master's Certificate in Nursing Education

Marilyn H Oermann

Abstract

With the continued shortage of nursing faculty, schools of nursing need short yet effective means of preparing educators to teach in their programs. One such strategy is a post-masters certificate in nursing education. This article describes the courses, learning activities, and outcomes of a post-masters certificate program in nursing education. Twenty-five graduates, randomly selected from the 53 who had completed the program, were interviewed. The findings indicated that a post-masters certificate was an effective strategy for preparing nurse educators and meeting the demands for more faculty in a short period of time.

May 27, 2005

Validation of the Clinical Learning Environment and Supervision Scale

Mikko Saarikoski, Hannu Isoaho, Helena Leino-Kilpi, Tony Warne

Abstract

The aim of the study was to validate a new research instrument to evaluate the quality of the clinical learning environment and the supervision given to nursing students by qualified staff nurses. This paper describes the validation process of the research instrument. Dunn's and Burnett's (1995) CLE scale was chosen for the concurrent research instrument to test validity. The theoretical framework of this study draws on empirical research into clinical learning environments and supervision undertaken during the 1980's and 1990's. The sample consisted of nursing students who had undertaken a clinical placement in a hospital setting. The data (n=416) were collected from four Nursing Colleges in Finland. Students evaluated their clinical placements as being 'good' in both instruments. The supervisory relationship was the most important factor in students' supervisory system but this requires a positive atmosphere and a 'good' leadership in order to be effective. The congruence between the instruments in use was high so that it is impossible to note the possible impact of cultural differences in this instrument validation process.

June 8, 2005

PDAs Bring Information Competence to the Point-of-Care

Tanya K Altmann, Debra Brady

Abstract

The ability of nursing faculty and students to efficiently obtain accurate information at the point-of-care is a critical aspect of providing quality patient care. Personalized Digital Assistants (PDAs) can provide instant access to entire textbooks of information where it is needed most, in the dynamic learning environment of the clinical setting. With a growing trend in higher education to include instruction on information competency in the curriculum, the use of PDAs in nursing education needs to be explored.This article discusses the use of PDAs by faculty and students within one nursing program. Results from a survey of faculty and students demonstrated a clear discrepancy in their use of PDAs. Although students recognized the benefits of PDA use in the clinical setting, they did not want owning a PDA to be a program requirement. Discussed are several approaches being used to overcome identified barriers to PDA use and ownership.

June 9, 2005

An Inventory of Nursing Education Research

Olive J Yonge, Marjorie Anderson, Joanne Profetto-McGrath, Joanne K Olson, D. Lynn Skillen, Jeanette Boman, Ann Ranson Ratusz, Arnette Anderson, Linda Slater, Rene Day

Abstract

Purpose: To describe nursing education research literature in terms of quality, content areas under investigation, geographic location of the research, research designs utilized, sample sizes, instruments used to collect data, and funding sources.Design and Methods: Quantitative and qualitative research literature published between January 1991 and December 2000 were identified and classified using an author-generated Relevance Tool.Findings: 1286 articles were accepted and entered into the inventory, and an additional 22 were retained as references as they were either literature reviews or meta-analyses. Not surprisingly, 90% of nursing education research was generated in North America and Europe, the industrialised parts of the world. Of the total number of articles accepted into the inventory, 61% were quantitative research based. The bulk of the research was conducted within the confines of a course or within a program, with more than half based in educational settings. Sample sizes of the research conducted were diverse, with a bare majority using a sample between 50 and 99 participants. More than half of the studies used questionnaires to obtain data. Surprising, 80% of the research represented in these articles was not funded. The number of publications of nursing education research generated yearly stabilised at approximately 120 per year.Conclusion: Research programs on teaching and learning environments and practice in nursing education need to be developed. Lobbying is needed to increase funding for this type of research at national and international levels.

June 10, 2005

Scholarly Teaching and Scholarship of Teaching: Noting the Difference

Marion N Allen, Peggy Anne Field

Abstract

Scholarly teaching and the scholarship of teaching are being discussed more frequently in the nursing education literature, yet a clear distinction between the two is often not made. In this paper we will identify the differences between the two and the role each plays in faculty evaluation. We argue that all faculty members should be scholarly teachers but not all will or should engage in the scholarship of teaching.

June 23, 2005

Recruitment and Retention of Minority Students: Diversity in Nursing Education

Josephine B. Etowa, Suzanne Foster, Adele R Vukic, Lucille Wittstock, Susan Youden

Abstract

A culturally diverse nursing workforce is essential to meet the health needs of an increasingly diverse Canadian population. The recruitment and retention of nursing students representing diverse backgrounds are vital to the building of this diversified work force. Studies have shown that diversity within the student body benefits everyone. For example, students who study and work within a diverse environment are better able to understand and consider multiple perspectives and to appreciate the benefits inherent in diversity. This paper describes one school of nursings project on the Recruitment and Retention of Black students into their Bachelor of Science Nursing (BScN) Program. The project goals are to increase diversity, foster student learning, and ultimately improve health care for the Black community. Presented in this paper are the project background, implementation process, challenges and outcomes. This may provide learned lessons and future directions for similar initiatives in other institutions.

June 29, 2005

Helping Baccalaureate Nursing Students Care for the Wellbeing of Older Adults

Ti King

Abstract

Because the world's population is aging there is a dire need for gerontologically prepared registered nurses. Baccalaureate nursing students, therefore, need experiences with older adults. However, due to constraints on their practice, students might have insufficient opportunities to learn about how to contribute to older adults' wellbeing. Students provided with a combination of learning experiences may understand how to contest constraints on their practice and create conditions that facilitate the provision of age-responsive care for older adults. In this paper gerontological-nursing content, constraints on practice, and learning experiences to help students come to understand their contributions to older adults' wellbeing are identified. Potential benefits of these learning experiences for students, older adults, and the nursing profession are discussed.

June 29, 2005

"Surviving": Registered Nurses' Experiences in a Baccalaureate Nursing Program

Linda A Ritchie, Marilyn Evans, Melanie MacNeil, Sandra Micsinszki

Abstract

In 2000, one Canadian university began offering a 12-month baccalaureate program to provide registered nurses (RNs) with a condensed program to expedite baccalaureate preparation. The paucity of current literature regarding returning RNs experiences emphasized the need to explore these students perceptions regarding their educational experiences. Twelve participants were interviewed for this descriptive/exploratory study. A major theme of "surviving" emerged from the qualitative analysis. Surviving embraced the themes of "the quest", "the struggle", and "the aftermath". Implications for nursing curriculum and program development and recommendations for research are discussed.

July 13, 2005

Addressing Complex Health Issues: Developing Contextual Knowing through Sequenced Writing and Presentations

Carolyn H. Mason

Abstract

When students discuss possible solutions for health problems they tend to form quick opinions, rush to conclusions, and suggest answers that do not address all the factors or stakeholders involved. Therefore, teaching the complexity of community health issues can be challenging. A series of learning activities applying Baxter-Magoldas model of four stages of college students intellectual development is used to help students address complex health problems. Two written assignments and two presentations involving role playing are sequenced throughout the semester. This project has been well received by students and other faculty.

July 25, 2005

Learning from Experience: Three Community Health Population-Based Outreach Projects for Graduate and Undergraduate Students

Marion Isaacs D'Lugoff, Jeanne McCarter

Abstract

Three outreach activities by a school of nursing, in partnership with community agencies, provided learning experiences in primary and secondary preventive health care for graduate and undergraduate nursing students while addressing health needs in the community. The activities included administration of immunizations to a newly arrived Somali Bantu refugee population, targeted screening of an African-American population at risk for diabetic retinopathy, and general health screening for an underserved Hispanic immigrant population. These activities lend insight and depth to a community health curriculum by allowing students to provide needed services while engaging with culturally diverse clients of varying socioeconomic status. Learner objectives, resources, processes and outcomes are provided for each example.

July 26, 2005

Challenges and Opportunities of International Clinical Practica

Judy E. Mill, Olive J Yonge, Brenda L. Cameron

Abstract

International clinical practica are a strategy to integrate a global dimension in nursing curricula and achieve culturally sensitive nursing practice. In this paper, a review of the history and development of international practica for nursing students is presented, and research evaluating the effectiveness and impact of international experiences is analyzed. A description of experiences working with Canadian nursing students is used to highlight the challenges and opportunities inherent to international clinical practica. International student experiences involving clinical practica pose challenges that are additional to, and often more complex than, those faced in traditional international, course-based exchanges. The significant opportunities, however, continue to make international student practica a desirable and positive experience for Canadian nursing students.

July 27, 2005

Graduate Students' Perceptions of the Practice of Posting Scholarly Work to an Online Class Forum: Balancing the Rhetorical Triangle

Caroline L. Park

Abstract

In both healthcare and education, basing ones practice upon research evidence, has become very important. This paper presents the findings from a descriptive analysis of graduate students perceptions of the practice of posting their scholarly work to a class discussion forum, where it can be read by their peers. The resulting themes are described and discussed in relation to the balance of a model of rhetorical stance or a rhetorical triangle. This will be of interest to instructors facilitating courses with online capacity.

August 6, 2005

Educating Nurses for the Knowledge Economy

Florence Myrick

Abstract

When discussing the education of nurses for the knowledge economy it must be assumed that nursing is influenced by multiple factors reflective of the broader society in which it exists. These factors include civil society, social justice, and the public sector, all of which converge to shape nursing education and ultimately nursing practice. Over the past decade in particular, these factors have been greatly affected by what may be described as the hegemonic influences of the knowledge economy and the philosophical assumptions on which it is based, influences that are impacting directly on how the health system is evolving. The author posits, therefore, that it is incumbent on faculty to educate future nurses for the knowledge economy and to provide them with appropriate tools with which to meet the many challenges that confront them today and will invariably continue to confront them in the coming decades.

August 23, 2005

The Process of Master's Education in Nursing: Evolution or Revolution?

C.E. 'Betty' Cragg, Mary-Anne Andrusyszyn

Abstract

In this qualitative, descriptive study, the process of achieving change in knowledge and attitudes through Masters education in nursing is examined. Twenty-two recent graduates from three Ontario universities participated in semi-structured, taped interviews. Participants recounted personal and professional changes they attributed to completing a Masters program in Nursing and their experience of the process of change. After responding to questions about differences they perceived in themselves, participants reviewed Mezirows (1991; 1994) 11 stages of perspective transformation and discussed whether these phases resonated for them. Some felt that the stages described their experience accurately; others reported their experience of the process was not as dramatic as Mezirows description implied. Several who had taken degree completion baccalaureate programs perceived their baccalaureate experience to be more congruent with Mezirows transformation process than the change process in their Masters program. At the Masters level, the majority felt the changes were evolutionary, not revolutionary. Most reported that rather than undergoing a perspective transformation, they were building on values and attitudes from the baccalaureate level. This study contributes to understanding the processes of change experienced by students in graduate education in nursing.

August 26, 2005

Goal Orientation and its Relationship to Academic Success in a Laptop-based BScN Program

Sandra J Goldsworthy, Bill Goodman, Bill Muirhead

Abstract

This longitudinal study, conducted within a laptop-based BScN program examines the relationship of goal orientation profiles to comfort with technology and academic success. In phase 1 of this study, 101 first year nursing students completed an on line survey. The measurement tools used were Goal Orientation Assessment, Multiple Intelligences Learning Inventory and a locally developed Technology Comfort survey. Results showed that students were predominately high in the mastery goal orientation profile. Males had a higher comfort level with technology. Age was inversely related to comfort with technology. An unexpected finding was that grade point average was inversely related to comfort with use of technology. The data did not support the commonly held belief that todays students are uniformly well-skilled and comfortable with new technologies. This study will continue over the next three years and will allow comparison of variables over time. Specific teaching interventions may be developed to accommodate varying learning and motivational styles in relation to comfort with technology.

September 21, 2005

Enriching Clinical Learning Experiences in Community Health Nursing Through the Use of Discussion Boards

Roxanne Moran

Abstract

The purpose of this article is to describe how a constructivist approach to learning, using an internet-based discussion board, can be used to support the reflection and dialogue of registered nurse students in a community health course in an accelerated RN-to-BS program. The constructivist structure of the course is described and insights from students shared, revealing learning in the areas of critical reflection, professional growth, and peer support. Suggestions for implementation of the educational strategy are provided.

September 26, 2005

Perspectives of Latin American Nursing Professors and Leaders About Research Competencies Needed by Nurses with Different Levels of Academic Preparation

Lynda Harrison, Alison R Hernandez, Rosina Cianelli, Maria Soledad Rivera, Mila Urrutia

Abstract

This article describes a study to identify perspectives of Latin American nursing professors and leaders about the research competencies needed by students with different levels of academic preparation (bachelors, masters, and doctoral). The sample included 42 nurses from eight Latin American countries who wrote narrative comments on a questionnaire sent by email. The responses were analyzed by a process of content analysis. The participants identified differences that should be emphasized in the different academic levels. The findings could be used to develop educational programs to prepare nurse researchers.

November 24, 2005

Depression, Stress, Emotional Support, and Self-Esteem among Baccalaureate Nursing Students in Thailand

Ratchneewan Ross, Richard Zeller, Pakvilai Srisaeng, Suchawadee Yimmee, Sujidra Somchid, Wilaiphan Sawatphanit

Abstract

Nursing students are valuable human resources. Detection of potential depression among nursing students is crucial since depression can lead to low productivity, minimized quality of life, and suicidal ideas. Identifying factors affecting depression among students can help nursing educators to find ways to decrease depression. The purpose of this study was to examine rates of depression and the associations between depression and stress, emotional support, and self-esteem among baccalaureate nursing students in Thailand. This correlational, cross-sectional study recruited 331 baccalaureate Thai nursing students. Students completed three instruments that had been translated into Thai: The Center for Epidemiology Studies Depression Scale, Perceived Stress Questionnaire, and Rosenberg Self-Esteem Scale. Another instrument created in Thai was used to measure emotional support. Results revealed that, when using the standard definition, 50.1% of the students were depressed. Stress was positively related to depression, whereas emotional support and self-esteem were negatively related to depression.

November 29, 2005

A Tri-Level HIV-Prevention Educational Intervention

Emma J. Brown, Frances B. Smith

Abstract

Preventing HIV transmission is a major world health goal. The international nursing shortage and the cost of educational and healthcare require innovative approaches to meet this goal. The initiative described provided HIV education at three levels: to students in an R.N. to BSN program, lay health advisors (LHA's), and participants in a high-risk community. Students completed the traditional community needs assessment and teaching plans. Additionally, they contributed to funding proposals, implemented and evaluated their plan. They prepared LHA's as peer group educators. This was cost-effective and increased credibility in an African-American community. Using tested materials tailored to this population, six LHA's conducted 24 sessions in two months. Of the 168 community participants, 151 completed the pre-and post-test of HIV knowledge. Correct responses increased significantly overall from 81.9% to 88.3 (t = 4.88, df = 150; p = .001). The three items with the greatest change in correct responses related to African American HIV exposure, female condoms, and lubricants. Rationale for the project and recommendations for improvement are included.

November 29, 2005

The Strength of Rural Nursing: Implications for Undergraduate Nursing Education

Lynn Van Hofwegen, Sheryl Kirkham, Catherine Harwood

Abstract

Nursing in rural communities offers opportunities for independent nursing practice and community participation. However, recruitment of nurses to rural settings can be difficult. In response to this challenge and the rising demand within nursing education for community clinical placements, intensive, short-term, rural community clinical placements are being developed by urban universities. As yet, little research has examined the use of these placements for undergraduate nursing education. The purpose of this qualitative research study was to examine the experiences of students, registered nurse mentors, and clinical instructors in rural health clinical placements, as part of a larger study examining alternative clinical placements. Through use of the interpretive descriptive method, the perspectives of participants were elicited from focus groups and interviews. The paradox of nursing student placements in rural health is that limitations of the rural site became the impetus for nursing student learning and partnership. An implication is that service learning partnerships be pursued for mutual benefit of students, communities, and rural nurses.

December 2, 2005

Narratives of Social Justice: Learning in Innovative Clinical Settings

Sheryl Reimer Kirkham, Lynn Van Hofwegen, Catherine Hoe Harwood

Abstract

The nursing profession has renewed its commitment to social and political mandates, resulting in increasing attention to issues pertaining to diversity, vulnerable populations, social determinants of health, advocacy and activism, and social justice in nursing curricula. Narratives from a qualitative study examining undergraduate nursing student learning in five innovative clinical settings (corrections, international, parish, rural, and aboriginal) resonate with these curricular emphases. Data were derived from focus groups and interviews with 65 undergraduate nursing students, clinical instructors, and RN mentors. Findings of this study reveal how students in innovative clinical placements bear witness to poverty, inequities, and marginalization (critical awareness), often resulting in dissonance and soul-searching (critical engagement), and a renewed commitment to social transformation (social change). These findings suggest the potential for transformative learning in these settings.

December 5, 2005

Web-Enhanced and Face-to-Face Classroom Instructional Methods: Effects on Course Outcomes and Student Satisfaction

Vincent L Salyers

Abstract

Web-enhanced courses are increasingly popular for providing rich learning experiences and greater flexibility in achieving course outcomes. As technology emerges as an adjunct to face-to-face teaching methodologies, nursing educators are compelled to determine to what extent students are able to meet course objectives when technology is used to enhance the classroom experience. Graduate nursing students enrolled in face-to-face and web-enhanced sections of a course were evaluated on technical ability, learning style, learning outcomes, and course satisfaction.There was no difference on technical ability and learning outcomes. Overall, students in the web-enhanced section were more satisfied with the course, and reported advantages such as greater flexibility in scheduling, less travel, and greater independence and self-pacing of content. The data suggest that web-enhanced courses can provide a valid alternative to more traditional face-to-face classroom formats, and may remove some of the barriers to pursuing advanced nursing degrees.

December 6, 2005

Evaluation of a Clinical Teaching Method Involving Stories

Carol Shieh

Abstract

A clinical teaching method involving stories was evaluated in this study. A total of 25 ASN and BSN students participated in Phase I evaluation and another 16 ASN students were included in Phase II. Each student created a story about an obstetric or a pediatric topic. The story was then read by the story writer to peers and faculty. The faculty member facilitated dialogues and reflections on the meanings of the story. In Phase I, students offered written responses about the effectiveness of the story teaching. In Phase II, a 5-item questionnaire measured pre- and post-test scores of perceived improvement in five knowledge areas. Results showed that students perceived the story teaching positively because it brought learning to a personal level and facilitated in-depth discussion and critical thinking. Perceived knowledge improvement was evident after the story teaching in nursing interventions, the physiological and psychosocial alterations, legal/ethical/cultural issues, and community resources. In conclusion, this teaching method was acceptable to students and may have contributed to positive learning outcomes.

December 9, 2005

Using Education to Promote Research Dissemination in Nursing

Julianne Cheek, David Gillham, Alison Ballantyne

Abstract

In order to maintain the highest standards of care, nurses need to be aware of the most recent and relevant research and use this to inform their practice. However, this is often difficult because of both the limited time available in which to access research and the need for advanced critical appraisal skills. Further, given the overload of complex research information, nurses may be overwhelmed by the extent of available research. This paper describes a unique approach, the Web Resource Appraisal Process (WRAP), for integrating research and education by directly engaging nurses undertaking postgraduate studies in the review of existing research as it is applied to the contemporary workplace. In so doing, experienced nurses investigate the application of research to practice by actively engaging in research dissemination, communication, and education. By engaging in this process, nurses generate new knowledge based on the integration of current research with their practice experience, while simultaneously gaining the benefits of experiential learning.

December 21, 2005

Perspectives of Nursing Education in Poland

Dianne Krzeminska Belcher, Beverly G Hart

Abstract

Nursing education in Poland are developing slowly but steadily in response to changing social needs and emerging healthcare issues. In particular, the immediate demand for more nurses is generating innovation in nursing education and encouraging Polish universities to graduate more nurses. Unfortunately, nursing wages remain low in regards to other professions, which only fuels the nursing shortage. Polish nurses are also facing staffing issues. At times, the nurse-patient ratio is 28 to 1. These working conditions also discourage people from pursuing a career in nursing. Finally, male nurses are rare in Poland. The future of nursing in Poland will be dictated by the Polish government and university systems and their efforts to produce more graduate nurses who can thrive and practice in a more complex, evolving world and who receive competitive pay for their expertise.

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.