International Journal of Nursing Education Scholarship

Published by De Gruyter

Volume 5 Issue 1

January 2008

Issue of International Journal of Nursing Education Scholarship

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Contents
Journal Overview

Editorial

July 22, 2008

Be a Champion for Academic Nursing

Carroll L. Iwasiw

Article number: 000010220215489231675

Article

January 30, 2008

Curriculum Innovation in an Accelerated BSN Program: The ACE Model

Patricia D Suplee, Mary Ellen Glasgow

Article number: 000010220215489231447

Abstract

As the demand for registered nurses continues to rise, so too has the creation of accelerated baccalaureate nursing programs for second-degree students. This article describes an 11-month Accelerated Career Entry (ACE) Nursing Program's innovative curriculum design, which has a heavy emphasis on technology, professional socialization, and the use of a standardized patient experience as a form of summative evaluation. In addition, challenges of this program are presented. Since 2002, the ACE Program has graduated over 500 students with an average first-time NCLEX pass rate of 95-100%. Although the number of graduates from accelerated programs does not solve the severe nursing shortage, the contributions of these intelligent, assertive, pioneering graduates are important for health care.

January 30, 2008

Faculty Teaching Time: A Comparison of Web-Based and Face-to-Face Graduate Nursing Courses

Katherine M Andersen, Melissa D Avery

Article number: 000010220215489231539

Abstract

Web-based education brings a new dimension to the issue of measuring faculty workload. Current literature reflects instructor concerns related to the time required to teach web-based courses (McAlpine, Lockerbie, Ramsay & Beaman 2002; Sellani & Harrington, 2002; Smith, Ferguson & Caris, 2001). This descriptive, comparative study seeks to determine the time required to teach web-based graduate nursing courses and compare that to teaching similar courses in the face-to-face setting. Utilizing time records previously collected as part of a federally funded grant, data from 11 web-based and five face-to-face graduate level nursing courses were analyzed. Although a statistically significant difference in teaching time requirements was not demonstrated, several interesting trends did appear. Examples include differences related to preparation time and the division of teacher time while teaching web-based as opposed to face-to-face courses. Future research and continued data collection related to faculty workload and time usage will be needed as web-based courses become a growing part of graduate nursing education.

February 19, 2008

Enhancing Baccalaureate Nursing Information Technology Outcomes: Faculty Perspectives

Marilyn S. Fetter

Article number: 000010220215489231440

Abstract

Baccalaureate nurses must be prepared to meet information technology expectations for practice and future professional development. Therefore, educational programs must evaluate curriculum and student outcomes and address areas for improvement. Faculty members were surveyed regarding barriers and strategies for improving information technology outcomes. Project findings have educational, clinical agency, legal, and policy implications.

February 21, 2008

A Descriptive Qualitative Study of Student Learning in a Psychosocial Nursing Class Infused with Art, Literature, Music, and Film

Alice Jensen, Mary Curtis

Article number: 000010220215489231344

Abstract

Nursing educators have long valued and supported the integration of liberal arts in professional nursing programs. This descriptive qualitative study explores the meanings students derive from the integration of liberal arts content into a psychosocial nursing class. Questionnaires, class observation, and focus group interviews revealed five themes: an interesting hook, a deeper level of understanding, developing self-understanding, developing empathy and increasing cultural awareness. Researchers suggest that integrating liberal arts into nursing education enhances student learning.

February 27, 2008

Developing a Self-Concept of Nurse in Baccalaureate Nursing Students

Sarah M. Ware

Article number: 000010220215489231500

Abstract

Nursing is a profession and a social phenomenon. Developing a concept of oneself as a professional nurse is a process of socialization and a critical outcome of a nursing program of study. This process is a key concern of nurse educators who design learning experiences as part of the educational program. The purpose of this paper is to describe a grounded theory investigation into the process of developing a self-concept of nurse in baccalaureate nursing students. The grounded theory that emerged from this inquiry was "Building on a Foundation of Knowledge by 'Taking it All In.'" This foundation is built upon in small portions at a time with knowledge gleaned from a variety of sources. Nurse educators, found to be a source of knowledge, can take specific steps to deliberately embellish the foundation and appreciate the significance of the contributions of other sources of knowledge in developing the self-concept of nurse.

February 27, 2008

Creating a Community of Scholars: Using a Community Development Approach to Foster Scholarship with Nursing Faculty

Penelope A Cash, Betty Tate

Article number: 000010220215489231454

Abstract

Many nurse educators in Canada have participated in a culture where their primary responsibility was to educate nurses and provide service to their communities. Over the last three decades, major rethinking of this focus has resulted in the expectation that nurse educators engage in scholarship. In this paper, we describe a community development project designed to foster nurse educators' scholarship. This approach was chosen not only to build scholarship capacity amongst nursing faculty, but also to effect a change in the culture of scholarship prevalent in many academic environments. Rather than focusing on individual scholarly endeavours, the project partners' vision is for a collaborative approach that creates a community of scholars working together.

February 28, 2008

Understanding Decimal Numbers: A Foundation for Correct Calculations

Robyn U Pierce, Vicki A Steinle, Kaye C Stacey, Wanty Widjaja

Article number: 000010220215489231439

Abstract

This paper reports on the effectiveness of an intervention designed to improve nursing students' conceptual understanding of decimal numbers. Results of recent intervention studies have indicated some success at improving nursing students' numeracy through practice in applying procedural rules for calculation and working in real or simulated practical contexts. However, in this we identified a fundamental problem: a significant minority of students had an inadequate understanding of decimal numbers. The intervention aimed to improve nursing students' basic understanding of the size of decimal numbers, so that, firstly, calculation rules are more meaningful, and secondly, students can interpret decimal numbers (whether digital output or results of calculations) sensibly. A well-researched, time-efficient diagnostic instrument was used to identify individuals with an inadequate understanding of decimal numbers. We describe a remedial intervention that resulted in significant improvement on a delayed post-intervention test. We conclude that nurse educators should consider diagnosing and, as necessary, plan for remediation of students' foundational understanding of decimal numbers before teaching procedural rules.

March 3, 2008

"Failure to Assign Failing Grades": Issues with Grading the Unsafe Student

Florence Luhanga, Olive J Yonge, Florence Myrick

Article number: 000010220215489231366

Abstract

In a grounded theory study examining the process of precepting an unsafe student, it was found that preceptors assigned passing grades to students who in fact should not have passed. Although preceptors perceived their role as gatekeepers for the profession, by not assigning failing grades to students who should not have passed a course, essentially they were abdicating their responsibility. Indeed, the simple act of assuming responsibility for precepting a student implies professional as well as pedagogical accountability.

March 3, 2008

Factors Influencing Intent to Stay in Academia for Nursing Faculty in the Southern United States of America

Deborah D. Garbee, Jim Killacky

Article number: 000010220215489231456

Abstract

The current nursing faculty shortage makes understanding intent to stay in academia a step toward slowing the exodus of faculty. The purpose of this study was to discover a parsimonious set of predictor variables from the variables of job satisfaction, mentoring, organizational commitment, and leadership behaviors for intent to stay in nursing education. A random cluster sample consisted of 39 schools of nursing in states within the Southern Regional Education Board (SREB). There were 316 responses from 782 potential participants for a response rate of 40.4%. Stepwise multiple regression results indicated that organizational commitment explained 19.7% of the variance in intent to stay one year and 21.2% of the variance in intent to stay five years. Further, mentored faculty scored significantly higher on organizational commitment. Intent to stay three years was not significantly correlated to any predictor variables suggesting it is a time to intervene to influence decisions to stay.

March 15, 2008

Integrating Spirituality into Undergraduate Nursing Curricula

Meredith Wallace, Suzanne Campbell, Sheila C. Grossman, Joyce M Shea, Jean W Lange, Theresa T Quell

Article number: 000010220215489231443

Abstract

Nursing programs have done a commendable job keeping pace with the rapid advances in disease management. Yet, spirituality has received far less attention in nursing curricula (Keefe, 2005) and nursing students often do not have a strong foundation in this area. The purpose of this project was to integrate spirituality into the undergraduate nursing curricula and measure student outcomes related to spiritual knowledge and attitudes. Nursing faculty participated in a spirituality education program and followed this with sessions focused on integration of spiritual content into individual nursing courses. Student pre and post-tests were administered using a standard instrument to evaluate the effectiveness of the program. Significant differences in spirituality knowledge and attitudes among senior-level nursing students (t = -3.059, p = .004) were revealed. As the healthcare system becomes increasingly complex, providing students with tools to identify and strengthen inner resources is essential to patient care.

March 15, 2008

The Influence of End-of-Life Education on Attitudes of Nursing Students

Cynthia C Barrere, Anne Durkin, Sheryl LaCoursiere

Article number: 000010220215489231494

Abstract

Palliative care is an important aspect of nursing when comfort and quality of life are the patient goals. The End-of-Life Nursing Education Consortium (ELNEC) developed a comprehensive program of teaching care of the dying to nurses and nursing students. This pretest-posttest study evaluated the influence of the integration of the ELNEC curriculum into a baccalaureate nursing program on students' attitudes toward care of the dying. The Frommelt Attitudes toward Care of the Dying Scale for nurses (FATCOD) was administered to traditional and accelerated baccalaureate students before and after exposure to a nursing curriculum that integrated essential ELNEC elements. Multiple regression analyses indicated that no previous experience with death and an age of 18-22 accounted for the most variance in attitude change. The findings suggest that integrating the ELNEC curriculum throughout a baccalaureate program positively affects the attitudes of nursing students toward the care of patients who are dying.

March 18, 2008

Limited Use of the Human Patient Simulator by Nurse Faculty: An Intervention Program Designed to Increase Use

Cathy J. King, Sarah Moseley, Beverly Hindenlang, Patrick Kuritz

Article number: 000010220215489231546

Abstract

Underutilization of human patient simulators (HPS) is not only a curricular issue but also a resource allocation problem. The study explored factors contributing to the limited HPS by faculty in a large ADN program. There is limited empirical evidence published to address this phenomenon. The researchers surveyed the faculty to identify their beliefs and challenges with implementing simulation based upon the constructs (attitudes, subjective norms, perceived behavioral control and intent to use) of the Theory of Planned Behavior (TPB). An educational intervention to address these specific challenges was implemented. The intervention had a positive influence on all TPB construct means (attitudes, p < .01; subjective norms, p < .01; perceived behavioral control, p < .01; intent, p < .05). Attitude (beta = .896) was the strongest predictor in explaining intent to use the HPS. This evidenced-based study offers an approach to increasing the use of the HPS by faculty.

March 20, 2008

Diffusion of Innovation: Embedding Simulation into Nursing Curricula

Angela Renee Starkweather, Suzie Kardong-Edgren

Article number: 000010220215489231567

Abstract

Numerous articles have documented the benefits of using simulation as a teaching method for undergraduate nursing students. Simulation can enhance learning and provides a stimulating environment for technologically proficient students. Yet, there remain a large number of nursing programs and faculty members that are resistant toward implementing simulation as a learning tool. This article provides details on the efforts to embed simulation in an undergraduate program that started with a few interested faculty at a large, multi-site nursing program. The Diffusion of Innovation theory was used to guide the expansion of simulation to other faculty groups. The techniques used to embed simulation into the undergraduate curriculum were directed by past research. This process led to a successful integration of simulation which could provide some innovative suggestions for other programs facing similar barriers.

March 29, 2008

Online Post LPN to BN Students' Views of Transitioning to a New Nursing Role

Sherri Melrose, Kathryn Gordon

Article number: 000010220215489231588

Abstract

Vocationally prepared nurses, most of whom are women, experience unique challenges when they enter an online university. And yet, educational research examining their perceptions about transitioning into a new professional role is limited. This qualitative descriptive study investigated beginning Post LPN to BN students' views of role differences among nurses and the process of transitioning between those roles. The project was framed from a constructivist theoretical perspective and applied repertory grid methodology from the field of personal construct psychology. Ten students from a Canadian online university were interviewed. Interview transcripts were analyzed for themes. Findings revealed that students appreciated recognition for their previous accomplishments. They valued affirmation of the unique challenges they faced. And, they associated gains from their new university education with some loss of their hands on bedside nursing role.

March 29, 2008

Nursing Student-Patient Relationships: A Descriptive Study of Students' and Patients' Views

Arja Suikkala, Helena Leino-Kilpi, Jouko Katajisto

Article number: 000010220215489231457

Abstract

This study was designed to describe and compare nursing students' and patients' perceptions of the relationship between students and patients. The data was collected in Finland from a convenience sample of nursing students (n=290) and patients (n=242) using questionnaires especially designed for this study. The results indicated that students viewed the relationship as more authoritative and facilitative, while patients regarded the relationship as more mechanistic. Furthermore, students' and patients' views on their relationships differed significantly. These results have important implications for nursing education. They particularly highlight the need to further strengthen nursing student-patient interactions and relationships.

April 1, 2008

Comparing NET^{and ERI Standardized Exam Scores between Baccalaureate Graduates Who Pass or Fail the NCLEX-RN^©}

Mary D Bondmass, Sheniz Moonie, Susan Kowalski

Article number: 000010220215489231477

Abstract

In the United States, nursing programs are commonly evaluated by their graduates success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN©). The purpose of this paper is to describe a change in NCLEX-RN© success rates following the addition of standardized exams throughout our program's curriculum, and to compare these exam scores between graduates who pass NCLEX-RN© and those who do not. Our results indicate an 8.5% change (p < 0.000) in the NCLEX-RN© pass rate from our previous 5-year mean pass rate, and significant differences in standardized test scores for those who pass the NCLEX-RN© compared to those who do not (p < 0.03). We conclude that our selected standardized exam scores are able to significantly identify graduates who are more likely to pass NCLEX-RN© than not.

April 3, 2008

Debriefing with the OPT Model of Clinical Reasoning during High Fidelity Patient Simulation

RuthAnne Kuiper, Carol Heinrich, April Matthias, Meki J Graham, Lorna Bell-Kotwall

Article number: 000010220215489231466

Abstract

Evidenced-based educational practices propose simulation as a valuable teaching and learning strategy to promote situated cognition and clinical reasoning to teach nursing students how to solve problems. A project that uses a structured debriefing activity, the Outcome Present State-Test Model of clinical reasoning following high fidelity patient simulation, is described in this paper. The results of this project challenge faculty to create and manage patient simulation scenarios that coordinate with didactic content and clinical experiences to direct student learning for the best reinforcement of clinical reasoning outcomes. Considerations for the future include incorporating patient simulation activities as part of student evaluation and curriculum development. The arguments for using high fidelity patient simulation in the current educational environment has obvious short term benefits, however, the long term benefit of developing clinical expertise remains to be discovered.

April 4, 2008

Nursing Students with Disabilities: One Faculty's Journey

Terri J. Ashcroft, Wanda M. Chernomas, Penny L. Davis, Ruth A. K. Dean, Marilyn Seguire, Carla R. Shapiro, Linda M. Swiderski

Article number: 000010220215489231424

Abstract

Legislation requires universities to provide reasonable accommodations for students with disabilities to facilitate their access to post-secondary education. In the case of professional programs, educators must think beyond the classroom and consider the implications for clinical practice. The nature of some students' accommodations prompted concerns about the students' ability to meet program expectations. This paper describes the explorations and actions of the University of Manitoba Faculty of Nursing regarding working with undergraduate nursing students with disabilities. The paper includes a summary of literature, strategies adopted to facilitate access to nursing education for students with disabilities, and issues that require further attention.

April 15, 2008

Factors Related to Academic Success in At-Risk Senior Nursing Students

Elizabeth McGann, Janice M Thompson

Article number: 000010220215489231465

Abstract

The disposition of at-risk students who fail to meet nursing program progression standards is a challenging predicament for both students and faculty. There is little evidence to inform progression decisions regarding remediation and/or probation. More needs to be known about the phenomenon of at-risk students, and the interventions that can transform these individuals into successful graduates and nurses. The purpose of this descriptive study was to investigate factors related to academic success for at-risk senior nursing students. Sixteen at-risk senior students, enrolled in a nursing course called Academic Improvement Strategies, participated in the study which included faculty mentoring, journaling, tutorials, and various self-directed student activities. The mean semester grade point average significantly improved by the end of the semester, increasing from 2.48 to 2.92 (Z = -4.26, p <.0001). Upon graduation, 87% of the participants successfully passed the NCLEX-RN© examination. The study findings suggest that faculty mentoring can facilitate behavioral changes that may contribute to academic success for at-risk nursing students.

June 2, 2008

LIVE: A Tool to Support Student/Teacher Enactment of Community Health Nursing Praxis

Laurie Bernick, Sheila Clark

Article number: 000010220215489231485

Abstract

Drawing on the authors' own experience, while working with students and faculty in a senior level undergraduate baccalaureate nursing program, a tool was developed to assist both faculty and student nurses in the process of praxis reflection in community health. The tool, LIVE, will be described and will provide a guide for students as they transition from hospital-based nursing to community nursing. The framework's four phases of learning, inviting, valuing and engaging are described. Key content areas and strategies for faculty to consider as they support students in their community health experience are provided. Students are invited to expand their understanding about nursing and to go beyond the medical model that underpins nursing in the hospital setting. The LIVE tool will assist faculty in guiding students in exploring the socio-environmental determinants of health, the standards of community nursing practices (CHNAC, 2003) and the process of becoming reflective practitioners.

June 5, 2008

Examining the Effects of Problem-Based Learning and NCLEX-RN Scores on the Critical Thinking Skills of Associate Degree Nursing Students in a Southeastern Community College

Evadna M Lyons

Article number: 000010220215489231524

Abstract

Teaching methodologies used to promote critical thinking should be investigated to enhance the delivery of safe and effective care and to improve student success on the NCLEX-RN Exam. The purpose of this study was to examine the effects of a problem-based learning methodology on the critical thinking skills of associate degree nursing students in a 12-week NCLEX-Review Course. An experimental pre-post treatment comparative design was utilized to determine the effects of the two teaching methods on the critical thinking skills of fourth semester students enrolled in a NCLEX-Review Course.

June 5, 2008

Preparing the Community Health Nursing Workforce: Internal and External Enablers and Challenges Influencing Undergraduate Nursing Programs in Canada

Ruta K Valaitis, Christina J Rajsic, Benita Cohen, Lynnette Leeseberg Stamler, Donna Meagher-Stewart, Susan A Froude

Article number: 000010220215489231518

Abstract

The Canadian Schools of Nursing (CASN) task force on public health was mandated to facilitate Schools of Nursing to provide students with the foundation required to meet the Canadian Community Health Nursing Standards of Practice. This paper reports on an environmental scan that explored barriers and enablers influencing the integration of community health nursing content in baccalaureate education in Canada. Data was collected over three phases including: 1) a pan-Canadian survey of nursing schools, 2) completion of open-ended workbook questions by educators, policy makers, administrators, and community health nursing managers attending a pan-Canadian symposium on community health nursing, and 3) recorded notes from the symposium. The response rate for the survey was 72.5% (n = 61 schools) and approximately 125 stakeholders participated in symposium activities. Internal and external enablers and challenges as well as recommendations for practice and education are presented.

June 11, 2008

Problem-Based Learning: An Innovative Approach to Teaching Physical Assessment in Advanced Practice Nursing Curriculum

John Distler

Article number: 000010220215489231577

Abstract

Advanced physical assessment is a vital part of any advanced practice nursing curriculum and is typically one of the first courses taken. The teaching methods used vary greatly among schools of nursing. The more commonly used traditional approach begins by learning a complete head to toe physical examination followed by diagnosis and management courses in subsequent semesters. This article will describe an innovative strategy used in a family nurse practitioner program in the USA that focused on beginning the course with the episodic examination, and moving to a complete physical later in the semester. The focused episodic history and physical was conducted on 12 of the most commonly occurring chief complaints in primary care, helping prepare students to become clinically competent more quickly. The methods of implementation will be described as well as the attitudes of the effectiveness of the strategy based upon participant satisfaction. Recommendations for implementation will be discussed.

June 11, 2008

`Constructing Communities for Learning in Nursing'

Nicola O Andrew, Dorothy Ferguson

Article number: 000010220215489231579

Abstract

Working in communities is increasingly a feature of UK (United Kingdom) higher education. Within the last decade communities of practice (CoPs) have migrated from organisational development departments and evolved to become tools for practice based learning in educational settings. More recently, in nursing, the literature reports that CoPs have the potential to blend the skills of both academics and clinicians to transform and create new knowledge that is both scholarly and applicable to practice.

June 22, 2008

Investigating Nursing Students' Perceptions of the Changes in a Nursing Curriculum by Means of the Dundee Ready Education Environment Measure (DREEM) Inventory: Results of a Cluster Analysis

Anthony Paul O'Brien, Tony Moon Fai Chan, Ma Aye Aye Cho

Article number: 000010220215489231503

Abstract

The quality of the educational climate reflects the quality of the curriculum, teaching, and learning considerations and developing student outcomes as practitioners. The purpose of this study is to identify the differences in opinion of year one nursing students based on their perceptions of the elements operating in the educational environment in a nursing school in Singapore using the Singapore version of the Dundee Ready Education Environment Measure (DREEM) inventory. 49 nursing students during the 2006-2007 academic year completed a self-report questionnaire in two semesters. This study clearly demonstrated changes in students' perceptions of the new nursing curriculum and learning climate when adjustments were made to the curriculum involving workloads, positioning of modules, teaching policy and assessment expectations, including curriculum committee development and student representative input.

July 14, 2008

The Integration of Simulation into a Clinical Foundations of Nursing Course: Student and Faculty Perspectives

Suzan E Kardong-Edgren, Angela Renee Starkweather, Linda D. Ward

Article number: 000010220215489231603

Abstract

Taking the initial steps to integrate simulation into a nursing program can appear overwhelming to faculty and supportive personnel. This paper will describe an approach taken by one undergraduate nursing program in the United States that focused on integrating simulation into a clinical foundations nursing course. Current research was used to guide the design and implementation of simulation. Several key points from the literature were applied to the process; linking scenarios with didactic information, the importance of debriefing, and the need for repetitive practice. Using these concepts, simulation scenarios were constructed following the Nursing Education Simulation Framework. Three scenarios were subsequently implemented during the course, with data from students and faculty collected after each scenario. The results indicate the students perceived the design and implementation to be very agreeable, while faculty reactions to simulation remain mixed. However, there was universal support concerning the use of repetitive practice of foundational skills to enhance learning outcomes.

July 14, 2008

Return to Nursing Programmes: Justifications for a Mental Health Specific Course

Brian Grant McKenna, Katey Thom, Anthony O'Brien

Article number: 000010220215489231618

Abstract

This paper presents the findings from research that investigated the feasibility of developing a specialty return to mental health nursing programme in New Zealand. This was achieved through a scoping of existing return to nursing programmes; a survey of non-active nurses; and stakeholder consultation via interviews or focus groups. Existing generic programmes fail to attract non active nurses wishing to focus on mental health nursing. The non-active nurses survey found 142 nurses who presently would or might possibly return to mental health nursing and participate in a programme. Most stakeholders supported the idea of implementing such a programme. The findings from this research indicate both feasibility and enthusiasm for the introduction of return to mental health nursing programmes. It is recommended that all aspects of this course mirror the service user focused 'recovery paradigm' that is a central tenet in contemporary mental health service delivery.

July 14, 2008

Social Responsibility: Conceptualization and Embodiment in a School of Nursing

Maureen A Kelley, Ann Connor, Karen E Kun, Marla E Salmon

Article number: 000010220215489231607

Abstract

This paper describes how a school of nursing has conceptualized and embodied social responsibility in its core values, curricular design, admission standards, clinical practice, and service learning opportunities. The school's engagement in the process of practicing social responsibility and clarifying its meaning and application has made apparent the natural linkage between social responsibility and professionalism and the deep and complex relationship between social responsibility and nursing itself. It has also revealed how a commitment to social responsibility impacts and determines for whom nurses care. Claiming social responsibility as a core value and working to refine its meaning and place has increased the school's commitment to it, concomitantly impacting education, practice, and recruitment and evaluation of faculty and students. The school views the conceptualization of social responsibility as a deepening and unfolding evolution, rather than as a formulaic understanding, and expects that its ongoing work of claiming social responsibility as a core value will continue to be enriching.

July 22, 2008

Using Service-Learning to Develop Health Promotion and Research Skills in Nursing Students

Deanna L. Reising, Roberta A Shea, Patricia N Allen, Marcia M Laux, Desiree Hensel, Patricia A Watts

Article number: 000010220215489231590

Abstract

Health promotion skills are a key component of most nursing education programs. While many curricula center around a singular health promotion project contained in one course, this nursing program saw the opportunity to use service-learning as a vehicle for developing a range of both health promotion and research skills. This report details a service-learning research program involving second and third year nursing students. Students conducted a community needs assessment, and designed, implemented, and evaluated health promotion programs that were developed as a result of the community needs assessment. Students collected data on the effectiveness of their programs through pre- and post-test design. Once in their statistics and research courses, students analyzed the data and prepared the data for presentation, developing their research skills. Results from the community on pre- and post-tests indicated significant gains in knowledge regarding hypertension and diabetes risk factors, prevention strategies, and intent to change behavior. Student outcome data was also collected and showed students perceived they had increases in the following skill sets: health promotion, assessment, civic engagement, and research.

July 25, 2008

Group Learning Strategies for Nursing Students: Reflections on the Tutor Role

Caroline Larue

Article number: 000010220215489231604

Abstract

The aim of this article is to propose, first, a typology of the learning strategies that nursing students in the second year of a nursuing baccalaureate program use in PBL group work with a clinical nursing situation; and, second, a typology of tutor interventions during such sessions. Two complete PBL sessions were recorded on video. They were then transcribed, and, using a conceptual model of learning strategies, the data was analyzed with NVivo 7 software. The study shows that it is mainly during the problem-understanding phase that students elaborate and organize knowledge; in the knowledge-application phase they repeat what has already been set down in their concept map rather than engage in activities of elaboration, generalization or discrimination.

August 5, 2008

Linking Learning and Confidence in Developing Expert Practice

Kay Currie

Article number: 000010220215489231597

Abstract

This paper presents findings from a recent PhD grounded theory study exploring the practice development role of graduate specialist practitioners. A key finding within this theory is the influence of learning and confidence on the practitioner journey. The concept of confidence emerged repeatedly throughout the analysis and can be characterized as a motivational driver, a consequence of learning and gaining respect, and a condition for graduate specialist practitioners' moving on to impact in practice development. Analysis of the concept of confidence as it influences practice is limited in existing literature. This article seeks to address this gap by illustrating the centrality of learning and confidence in the development of expert specialist practices. It is anticipated that these findings will resonate with the experiences of clinicians and faculty internationally and heightened awareness of consequences of developing confidence can be utilized to strengthen the impact of a wide range of nursing programs.

August 22, 2008

Generic and Professional Outcomes of a General Nursing Education Program - A National Study of Higher Education

Ulrika Schüldt Håård, Joakim Öhlén, Petter J Gustavsson

Article number: 000010220215489231611

Abstract

Nursing education today is primarily catered within the framework of higher education and combined with a health care sector that is rapidly changing, this has put the focus on educational outcome. The present study focuses on this outcome in terms of generic and professional skills and the professional preparedness of the students. 1,110 students in their final semester of a general nursing program at 24 universities in Sweden responded to questionnaires. The results revealed that the students perceived themselves to have especially developed their information-seeking abilities, critical and analytical thinking and professional knowledge and skills, whereas they did not perceive their education to have similarly developed their understanding of people from other cultures or their engagement in the development of society. Significant differences between men and women in relation to educational outcome were found in almost all areas of the study.

September 5, 2008

We Have a High-Fidelity Simulator, Now What? Making the Most of Simulators

Gwen Leigh, Helen Hurst

Article number: 000010220215489231561

Abstract

High-fidelity simulators are becoming the tool of choice in preparing today's nursing students for the clinical setting. Many colleges of nursing have purchased these simulators but they remain unused partly due to the reluctance of faculty learning to operate them. The College of Nursing and Allied Health Professions at the University of Louisiana at Lafayette has three simulation labs with 6 SimMans, 8 Nursing Kelly VitalSims™, 4 Simbabies, and 2 NOELLE birthing simulators. This article describes methods to maximize the use of simulators, dispel reservations of faculty, and provides hints on how to build successful scenarios and how to encourage their use.

September 5, 2008

A Rubric for Improving the Quality of Online Courses

Jane E Blood-Siegfried, Nancy M Short, Carla Gene Rapp, Elizabeth Hill, Steve Talbert, John Skinner, Amy Campbell, Linda Goodwin

Article number: 000010220215489231648

Abstract

All of the graduate students in the School of Nursing take some of their Master of Science courses online. A group of six School of Nursing faculty members and a graduate student received funding to determine best practices in online courses. The group developed an evaluation rubric to measure quality in the graduate online curriculum. They then applied the rubric to the core courses which are primarily offered online and are required for all graduate nursing students. The project had a positive impact on faculty by offering a tool useful for online course evaluation and development. Additionally it brought to attention the needs of faculty member development in online education.

September 5, 2008

Social Justice as a Framework for Undergraduate Community Health Clinical Experiences in the United States

Doris M Boutain

Article number: 000010220215489231419

Abstract

Educating future registered nurses for social justice is an urgent, yet complex undertaking in undergraduate education. Although the need for social justice education is often highlighted, few articles describe practical teaching strategies for ensuring that undertaking. The purpose of this article is to illustrate how a curricular focus on social justice framed and supported the development of a clinical evaluation tool for undergraduate community health clinical experiences. First, social justice is defined and its relationship to baccalaureate nursing education explained. Then a description is provided of how social justice was highlighted in the vision, curriculum, and community health clinical evaluation tool of a College of Nursing. The article subsequently showcases the content and evaluation of students' journal entries about social justice. The development of the social justice component presented in this article may be useful to nurse educators striving to match theory and practice in the evaluation of social justice in students' community health experience.

September 19, 2008

Girl Scout Badge Day as a Service Learning Experience

Nola A. Schmidt, Janet M. Brown

Article number: 000010220215489231601

Abstract

Acquiring clinical experiences for students is a major challenge for nurse educators. One of the most difficult areas in which to secure clinical experiences is pediatric nursing; yet, nurse educators have a responsibility to create innovative strategies to assure that students have experience with pediatric clients. The purpose of this paper is to describe Girl Scout Badge Day (GSBD), a teaching strategy rooted in service learning. The strategy incorporates the three essential elements that distinguish service learning from other learning: experiential learning, reflection, and reciprocal learning. During this clinical experience, students provide health promotion education to scouts who subsequently earn badge requirements. Students are provided experiential learning as they implement the role of the teacher and reflect on the core values of nursing. In this paper, the specifics of implementing GSBD are presented and lessons learned are discussed. Benefits for students, scouts, troop leaders, and faculty are identified and improvements are suggested.

September 26, 2008

High-Fidelity Patient Simulation and Nursing Students' Self-Efficacy: A Review of the Literature

Gwen T. Leigh

Article number: 000010220215489231613

Abstract

This paper highlights findings from a literature search to examine the effects of patient simulation on students' self-efficacy and confidence. The old teaching method of "see one, do one and teach one" which has long been used to teach nursing skills and to promote the acquisition of clinical expertise is no longer accepted as the best way to teach students. A nurse's confidence in her/his ability is essential for good patient care. Only when nursing students have confidence in their own abilities are they able to shift focus to the needs of their patients. Shifting from their own needs to that of a patient is essential to being a safe and competent practitioner. A literature review was conducted to examine the available research findings relating to self-efficacy in the education of nurses, high-fidelity patient simulation effect on nurses' self-efficacy, and the effectiveness of high-fidelity simulation and its challenges.

October 9, 2008

Stories as Integrated Patterns of Knowing in Nursing Education

Linda A Hunter

Article number: 000010220215489231630

Abstract

The primary aim of this qualitative study was to explore the scholarly benefits of storytelling as a means to promote students' understanding and integration of both the art and science of nursing. As one of the oldest methods of communication, storytelling has been used in a variety of ways in nursing education. Despite this myriad of literature, there were no studies found that analyzed the actual content of students' stories. Using Carper's (1978) Fundamental Patterns of Knowing as a guiding framework for narrative analysis, twenty-five personal stories written by junior level nursing students were examined for evidence of empirics, ethics, esthetics, and personal knowing. Results indicated students were able to not only integrate art and science within their experiences but were also able to see themselves one day as caring nurses. Moreover, Carper's patterns add credibility to storytelling as a worthwhile teaching strategy with benefits to both students and faculty.

October 20, 2008

Integrative Thinking and Learning in Undergraduate Nursing Education: Three Strategies

Patti Dickieson, Lorraine M Carter, Mireille Walsh

Article number: 000010220215489231696

Abstract

This article describes three learning activities used in the undergraduate nursing degree program at a mid-sized university in northeastern Ontario, Canada. Each activity, a reflective writing assignment, scenario testing, and an OSCE experience, is considered in terms of integrative thinking. Formal and informal evaluation of the activities is also discussed. Based on the authors' experiences, integrative thinking including habits of mind and cognitive skills can be directed and enhanced. To maximize students' growth as integrative thinkers, they should be exposed to many kinds of activities that target this growth. Generally, such activities tend to be case-based and interactive in nature. They also require a level of scaffolding or directedness. To develop and implement such activities, teachers are encouraged to work with educational researchers and instructional designers.

October 21, 2008

Improving Communication among Healthcare Providers: Preparing Student Nurses for Practice

Lorretta C Krautscheid

Article number: 000010220215489231647

Abstract

Communication errors are identified by the Joint Commission as the primary root cause of sentinel events across all categories. In addition, improving the effectiveness of communication among healthcare providers is listed as one of the Joint Commission's 2008 National Patient Safety Goals. Nursing programs are expected to graduate practice-ready nurses who demonstrate quality and safety in patient care, which includes interdisciplinary communication. Through objectively structured clinical assessment simulations, faculty evaluate each nursing student's ability to perform many aspects of care, including the ability to communicate effectively with physicians via telephone in an emergent situation. This quality improvement project reports the results of a three-year review of undergraduate student nurse performance (n = 285) related to effective clinical communication. Changes in teaching-learning strategies, implementation of a standardized communication tool, and clinical enhancements which resulted in improved student competency, will be presented.

November 25, 2008

The Development of a Quantitative Evaluation Tool for Simulations in Nursing Education

Martha Todd, Julie A Manz, Kim S Hawkins, Mary E Parsons, Maribeth Hercinger

Article number: 000010220215489231705

Abstract

In a complex healthcare environment, educating nursing students to safely care for clients is a challenging endeavor. As the use of high fidelity simulations increases, the ability to evaluate students is essential. A review of the literature identified a lack of tested simulation evaluation instruments to accurately measure student performance. A simulation evaluation tool was developed and tested with senior nursing students. Content validity was established from the literature and from the review of the tool by an expert panel. Reliability was established using sixteen simulation sessions, with two trained evaluators at each session. Percent agreement by evaluators ranged from 84.4% to 89.1%. Additional research needs to verify these results with different evaluators, varying levels of students, and additional scenarios. A valid, reliable tool to evaluate simulation experiences improves student assessment skills and ultimately clinical performance.

December 17, 2008

The Use of Hi Fidelity Simulation to Enhance Nursing Students' Therapeutic Communication Skills

Justin A Sleeper, Cesarina Thompson

Article number: 000010220215489231555

Abstract

Nursing students entering psychiatric settings for clinical practice need a solid foundation of therapeutic communication skills. This article presents an innovative strategy for nursing students to practice therapeutic communication skills with psychiatric patients by using hi fidelity simulation with Laerdal SimMan. Using the SimMan vocal function enabled nurse educators to develop communication algorithms that allowed students to interact with SimMan as they would with psychiatric patients. The SimMan algorithms can be designed to mimic many scenarios typically found in psychiatric settings. Nursing students can use this technology to take the therapeutic communication skills they have learned in the classroom and practice them in a safe laboratory environment before entering actual psychiatric settings. The ability of students to practice communication skills prior to entering psychiatric settings can promote effective therapeutic communication skills and decrease student anxiety.

December 17, 2008

Nursing Graduate Supervision of Theses and Projects at a Distance: Issues and Challenges

Anne Bruce, Kelli Stajduhar, Anita Molzahn, Marjorie MacDonald, Rosalie Starzomski, Marilyn Brown

Article number: 000010220215489231587

Abstract

Nursing graduate supervision of theses and projects at a distance is a new experience for many faculties. In our global and mobile society, nursing students frequently seek graduate programs that are geographically distant from their home communities. As options for nursing graduate education through distributive learning become increasingly available, the challenges for faculty to supervise graduate students at a distance pose issues and concerns. In this paper, key issues including difficulty deciding between a project and a thesis, difficulty identifying a supervisor, developing the mentoring relationship between the student and the supervisor, and conducting analysis at a distance are discussed. Strategies developed to address these challenges are presented and critiqued.

December 30, 2008

Evaluation of an Online Graduate Nursing Curriculum: Examining Standards of Quality

Melissa D Avery, Bradley A Cohen, J. D Walker

Article number: 000010220215489231538

Abstract

Recent offerings of online courses have outpaced the evaluation of the quality of those offerings, particularly at the program level. The purpose of this project was to evaluate the quality of a set of 16 graduate nursing courses developed for three master's specialty programs. An interdisciplinary group of nursing faculty and instructional technologists collaborated in the development of a quality assessment tool and evaluated 16 online graduate nursing courses. Faculty members for each of the courses were interviewed as part of the process. The collaborative design and development process is discussed, as well as evaluation techniques and the data collection instrument. Examples of best practices and areas for improvement in online courses are presented. The findings will help others as they develop and evaluate online curricula. This project provides a model for interdisciplinary collaboration on the evaluation of online programs that can be reviewed, modified, and implemented at other institutions. Instruments are included as supplementary material.

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.

Volume 5 Issue 1

Issue of International Journal of Nursing Education Scholarship

Be a Champion for Academic Nursing

Curriculum Innovation in an Accelerated BSN Program: The ACE Model

Abstract

Faculty Teaching Time: A Comparison of Web-Based and Face-to-Face Graduate Nursing Courses

Abstract

Enhancing Baccalaureate Nursing Information Technology Outcomes: Faculty Perspectives

Abstract

A Descriptive Qualitative Study of Student Learning in a Psychosocial Nursing Class Infused with Art, Literature, Music, and Film

Abstract

Developing a Self-Concept of Nurse in Baccalaureate Nursing Students

Abstract

Creating a Community of Scholars: Using a Community Development Approach to Foster Scholarship with Nursing Faculty

Abstract

Understanding Decimal Numbers: A Foundation for Correct Calculations

Abstract

"Failure to Assign Failing Grades": Issues with Grading the Unsafe Student

Abstract

Factors Influencing Intent to Stay in Academia for Nursing Faculty in the Southern United States of America

Abstract

Integrating Spirituality into Undergraduate Nursing Curricula

Abstract

The Influence of End-of-Life Education on Attitudes of Nursing Students

Abstract

Limited Use of the Human Patient Simulator by Nurse Faculty: An Intervention Program Designed to Increase Use

Abstract

Diffusion of Innovation: Embedding Simulation into Nursing Curricula

Abstract

Online Post LPN to BN Students' Views of Transitioning to a New Nursing Role

Abstract

Nursing Student-Patient Relationships: A Descriptive Study of Students' and Patients' Views

Abstract

Comparing NET and ERI Standardized Exam Scores between Baccalaureate Graduates Who Pass or Fail the NCLEX-RN©

Abstract

Debriefing with the OPT Model of Clinical Reasoning during High Fidelity Patient Simulation

Abstract

Nursing Students with Disabilities: One Faculty's Journey

Abstract

Factors Related to Academic Success in At-Risk Senior Nursing Students

Abstract

LIVE: A Tool to Support Student/Teacher Enactment of Community Health Nursing Praxis

Abstract

Examining the Effects of Problem-Based Learning and NCLEX-RN Scores on the Critical Thinking Skills of Associate Degree Nursing Students in a Southeastern Community College

Abstract

Preparing the Community Health Nursing Workforce: Internal and External Enablers and Challenges Influencing Undergraduate Nursing Programs in Canada

Abstract

Problem-Based Learning: An Innovative Approach to Teaching Physical Assessment in Advanced Practice Nursing Curriculum

Abstract

`Constructing Communities for Learning in Nursing'

Abstract

Investigating Nursing Students' Perceptions of the Changes in a Nursing Curriculum by Means of the Dundee Ready Education Environment Measure (DREEM) Inventory: Results of a Cluster Analysis

Abstract

The Integration of Simulation into a Clinical Foundations of Nursing Course: Student and Faculty Perspectives

Abstract

Return to Nursing Programmes: Justifications for a Mental Health Specific Course

Abstract

Social Responsibility: Conceptualization and Embodiment in a School of Nursing

Abstract

Using Service-Learning to Develop Health Promotion and Research Skills in Nursing Students

Abstract

Group Learning Strategies for Nursing Students: Reflections on the Tutor Role

Abstract

Linking Learning and Confidence in Developing Expert Practice

Abstract

Generic and Professional Outcomes of a General Nursing Education Program - A National Study of Higher Education

Abstract

We Have a High-Fidelity Simulator, Now What? Making the Most of Simulators

Abstract

A Rubric for Improving the Quality of Online Courses

Abstract

Social Justice as a Framework for Undergraduate Community Health Clinical Experiences in the United States

Abstract

Girl Scout Badge Day as a Service Learning Experience

Abstract

High-Fidelity Patient Simulation and Nursing Students' Self-Efficacy: A Review of the Literature

Abstract

Stories as Integrated Patterns of Knowing in Nursing Education

Abstract

Integrative Thinking and Learning in Undergraduate Nursing Education: Three Strategies

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