International Journal of Nursing Education Scholarship

Published by De Gruyter

Volume 6 Issue 1

January 2009

Issue of International Journal of Nursing Education Scholarship

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Contents
Journal Overview

Editorial

March 26, 2009

Five Years of Solid Growth in Nursing Education Scholarship

Mary-Anne Andrusyszyn

Article

January 17, 2009

Community Health Clinical Education in Canada: Part 1 - "State of the Art"

Benita E Cohen, David Gregory

Abstract

This paper presents the findings of a survey of community health clinical education in twenty-four Canadian pre-licensure baccalaureate nursing programs. A qualitative research design was used, involving a content analysis of Canadian course syllabi and supporting documents for community health courses. This study afforded a cross-sectional understanding of the "state of the art" of community health clinical education in Canadian schools of nursing. Clinical course conceptual approaches, course objectives, types of clinical sites, format and number of clinical hours, and methods of student evaluation are identified. The findings suggest the need for a national dialogue or consensus building exercise regarding curriculum content for community health nursing. Informing this dialogue are several strengths including the current focus on community health (as opposed to community-based) nursing education, and a solid socio-environmental perspective informing clinical learning and practice. The national data set generated by this study may have relevance to nursing programs globally.

January 17, 2009

Community Health Clinical Education in Canada: Part 2 - Developing Competencies to Address Social Justice, Equity, and the Social Determinants of Health

Benita E Cohen, David Gregory

Abstract

Recently, several Canadian professional nursing associations have highlighted the expectations that community health nurses (CHNs) should address the social determinants of health and promote social justice and equity. These developments have important implications for (pre-licensure) CHN clinical education. This article reports the findings of a qualitative descriptive study that explored how baccalaureate nursing programs in Canada address the development of competencies related to social justice, equity, and the social determinants of health in their community health clinical courses. Focus group interviews were held with community health clinical course leaders in selected Canadian baccalaureate nursing programs. The findings foster understanding of key enablers and challenges when providing students with clinical opportunities to develop the CHN role related to social injustice, inequity, and the social determinants of health. The findings may also have implications for nursing programs internationally that are addressing these concepts in their community health clinical courses.

January 17, 2009

Keeping the Vision: Sustaining Social Consciousness with Nursing Students following International Learning Experiences

Sheryl Reimer Kirkham, Lynn Van Hofwegen, Darlane Pankratz

Abstract

In an era of globalization, increasing numbers of nursing programs are initiating international learning experiences, yet empirical data is lacking regarding long term benefits and effects of international placements. This paper presents findings from a participatory action study designed in response to this gap. Objectives were to describe student learning in international experiences, and to facilitate strategies that supported integration of this learning into personal and professional domains upon return to Canada. Seventeen students and three faculty participated over twelve months following their international experiences. Initial responses to the international experience included reports of new ways of viewing the world - often characterized by heightened social consciousness - yet in the immediate and longer-term many struggled with how to translate and sustain this learning in home settings. Considerable effort and intentionality was required to sustain social consciousness over time. Based on these findings, a preliminary framework for international experiences is presented.

January 18, 2009

Survey on Addictions: Toward Curricular Change for Family Nurse Practitioners

Nancy Campbell-Heider, Deborah S Finnell, Janice Cooke Feigenbaum, Thomas H Feeley, Karol Susan Rejman, Tammy Austin-Ketch, Christopher Zulawski, Andrea Schmitt

Abstract

The purpose of this paper is to describe the results of a survey of advanced practice nurses (APNs) to determine the activities they perform related to caring for patients with addictions and or co-occurring mental health disorders, the amount of addictions education in their graduate programs, and their perceptions of the value of addictions education for their role. Data were obtained from 233 APNs in New York State using a tool adapted from a previous job analysis survey. APNs reported the greatest amount of experience in history taking for various types of addictions and co-occurring mental health disorders and least amount of experience in performing objective exams, using standardized screening tools, ordering related diagnostic tests, prescribing pharmacological treatments, and making referrals for addiction treatment. Respondents reported a mean of less than three hours addictions education in their graduate programs in contrast to their high perceived importance of this clinical area.

February 19, 2009

Servant Teaching: The Power and Promise for Nursing Education

F. Patrick Robinson

Abstract

The best theoretical or practical approaches to achieving learning outcomes in nursing likely depend on multiple variables, including instructor-related variables. This paper explores one such variable and its potential impact on learning. Application of the principles inherent in servant leadership to teaching/learning in nursing education is suggested as a way to produce professional nurses who are willing and able to transform the health care environment to achieve higher levels of quality and safety. Thus, the concept of servant teaching is introduced with discussion of the following principles and their application to teaching in nursing: judicious use of power, listening and empathy, willingness to change, reflection and contemplation, collaboration and consensus, service learning, healing, conceptualization, stewardship, building community, and commitment to the growth of people. Faculty colleagues are invited to explore the use of servant teaching and its potential for nursing education.

March 8, 2009

Using a Wiki in Nursing Education and Research

Suzan E Kardong-Edgren, Marilyn H Oermann, Yeongmi Ha, Monica N Tennant, Catherine Snelson, Elizabeth Hallmark, Nancy Rogers, Debbie Hurd

Abstract

With a wiki, learners can share information, resources, and experiences, and work together as a group. A wiki is equally valuable to a nursing research team: it can be used to communicate information to team members; foster collaboration among the team; disseminate resources, forms, and other documents for conducting the research; and share experiences with study implementation. Potential uses of a wiki in nursing education and research are discussed in this paper. One team's use of a wiki in a large multisite nursing education study is reported.

March 16, 2009

Integrating Simulated Teaching/Learning Strategies in Undergraduate Nursing Education

Barbara Sinclair, Karen Ferguson

Abstract

In this article, the results of a mixed-methods study integrating the use of simulations in a nursing theory course in order to assess students' perceptions of self-efficacy for nursing practice are presented. Nursing students in an intervention group were exposed to a combination of lecture and simulation, and then asked to rate their perceptions of self-efficacy, satisfaction and effectiveness of this combined teaching and learning strategy. Based on Bandura's (1977, 1986) theory of self-efficacy, this study provides data to suggest that students' self-confidence for nursing practice may be increased through the use of simulation as a method of teaching and learning. Students also reported higher levels of satisfaction, effectiveness and consistency with their learning style when exposed to the combination of lecture and simulation than the control group, who were exposed to lecture as the only method of teaching and learning.

March 16, 2009

Gifted and Talented Students' Career Aspirations and Influences: A Systematic Review of the Literature

Kathleen Miller, Greta Cummings

Abstract

The nursing shortage of registered nurses in Canada is expected to worsen, making recruitment a concern for nursing organizations. Also, many reports have outlined the need for improved leadership in nursing. Therefore, the study purpose was to describe the findings of a systematic review of studies examining the career influences and aspirations of gifted high school students and to make recommendations for further research. Results indicate gifted students choose careers that fit their personal self-concept and their perceptions of traits needed to succeed in a profession. Family members, particularly mothers, had the greatest influence on career decision making and these students were more likely to indicate a desire for a profession with high prestige, high levels of education and higher pay. These students were not likely to indicate nursing as a career choice. Efforts to improve the image of nursing with this group of students are needed.

March 28, 2009

SIMulation Based on Language and Learning (SIMBaLL): The Model

Ellyn Arwood, Joanna Kaakinen

Abstract

The purpose of this paper was to elucidate the crucial importance of using a learning theory to develop simulation as well as to assess student learning outcomes from and during simulation. The authors designed a simulation model based on language learning called SIMBaLL, SIMulation Based on Language and Learning that was evolved from Arwood's Neurosemantic Language Learning Theory. This model provides a hierarchical framework to assess and measure conceptual learning outcomes.

March 30, 2009

Integrating Patient Decision Support in an Undergraduate Nursing Curriculum: An Implementation Project

Dawn Stacey, Kathryn A. S. Higuchi, Prudence Menard, Barbara Davies, Ian D. Graham, Annette M O'Connor

Abstract

A 4-year curriculum project (2004-2008) to integrate patient decision support into an existing curriculum was guided by the Knowledge-to-Action process model. The purpose of this project was to integrate a patient decision support theoretical framework and associated evidence-based resources throughout a four-year baccalaureate nursing curriculum. Interventions designed to adapt knowledge to local context and overcome barriers to knowledge use included faculty workshop to increase awareness, instructional resources designed for courses and core content, curricular blueprint of key threads to be included within courses, shared resources on the school of nursing internal website, and development of decision support resources in French. Curricular change and sustained use of knowledge was evidenced by repeated use of guest lecturers, assignments, and problem-based scenarios in courses, and students' evaluations on the tutorial and assignments.

April 1, 2009

Students' Inadequate Knowledge about Lesbian, Gay, Bisexual and Transgender Persons

Gerd Rondahl

Abstract

Little consideration is given to personal relationships and sexuality issues in medical care education and little if any time is allocated to non-heterosexual aspects. The present study uses a descriptive, comparative design, and a modified version of the Knowledge about Homosexuality Questionnaire to investigate nursing and medical students' knowledge on lesbian, gay, bisexual and transgender (LGBT) persons. The participants were students at a Swedish university in semester 6 of their education programs, and the response rate was 92% (n=124). The aim of the study was to look at the students' access to knowledge concerning LGBT. Shortcomings in LGBT knowledge were seen in the student groups surveyed irrespective of education program, gender or religious belief. Accordingly, it is likely that heteronormativity will continue to project its undemocratic spirit in all communication, treatment and care if something is not done with immediate effect.

April 5, 2009

Using an Interactive Journal Club to Enhance Nursing Research Knowledge Acquisition, Appraisal, and Application

Audrey Steenbeek, Nancy Edgecombe, Joel Durling, Adele LeBlanc, Rosemary Anderson, Ruth Bainbridge

Abstract

Nursing practice is intricate and multifaceted. It requires the application of current, health-related research. Nurses are expected to employ evidence-informed practice in making decisions about the clinical care of their clients. A journal club is one method that can help promote an increased awareness of research, educating students to critique and use research findings. In this descriptive pilot study, the use of a journal club was evaluated. University undergraduate nursing students (N=35) across three sites in eastern Canada participated. Although the results are limited, participants found the journal club sessions enjoyable and beneficial for helping them interpret research findings and apply research to clinical practice. More research directed at helping nursing students critique and apply research to nursing practice is warranted.

April 8, 2009

Comparison of Outcomes in a Traditional versus Accelerated Nursing Curriculum

Nadine M Aktan, Connie G Bareford, Julie B Bliss, Kathleen Connolly, Sandra DeYoung, Katherine Lancellotti Sullivan, Janet Tracy

Abstract

In this descriptive study, graduates of a traditional baccalaureate nursing program were compared with graduates of an accelerated baccalaureate program at the same university between 1991 and 2006. A survey was sent to a random sample of two groups: traditional baccalaureate graduates and graduates of the accelerated program who had previous degrees in another major and completed the nursing curriculum in a shorter time frame than the traditional students, resulting in a total sample of 73 graduates. Outcome variables included demographics, NCLEX passing rates, transitioning to the professional role, employment, professional development, certifications and self-reported reasons the respondents entered the nursing profession and why they remained. There were no statistically significant differences between the two groups on these variables. Results of a t-test revealed that the GPA of the accelerated group was significantly higher than the traditional group. Future considerations include the impact that accelerated program development may have on both the current and projected nursing shortage.

April 12, 2009

Creating Diversity in a Baccalaureate Nursing Program: A Case Study

Amanda J. Barton, Susan M Swider

Abstract

Minority groups in the United States experience disparity in the health care services they receive and in their health related outcomes. Minority healthcare providers are more likely to serve minority under-served populations, thus addressing this healthcare disparity in an effective culturally competent manner (Robert Wood Johnson 2005; Sullivan, 2004). The purpose of the project was to increase the number of racial and ethnic minority students who are successfully recruited and admitted to the nursing program at Hope College in Holland, Michigan. The project involved the identification of perceived barriers to increased minority participation in nursing at the college, review of the literature to identify evidence-based interventions, and implementation of selected interventions to overcome the identified barriers. Implementation and evaluation are still on-going but showing early success.

April 30, 2009

A Second Generation of the Competency-Based Approach to Nursing Education

Johanne Goudreau, Jacinthe Pepin, Sylvie Dubois, Louise Boyer, Caroline Larue, Alain Legault

Abstract

This article describes the renewal of a baccalaureate program in nursing. This new program was developed to respond to new challenges presented to the profession. A completely new approach was adopted, the competency-based approach (CBA), with a constructivist, holistic foundation that we named 'second generation CBA.' The CBA theoretical underpinnings are presented, as well as the structure and the content of the program with a special focus on the teaching and learning strategies. A course on health illustrates the approach. Although no rigorous evaluation has been held, comments from students and teachers were collected during the implementation process. Assessment of students' competency levels remains an important issue.

May 7, 2009

Systematic Review of Nursing Simulation Literature for Use of Learning Theory

Joanna Kaakinen, Ellyn Arwood

Abstract

The purpose of this systematic analysis of nursing simulation literature between 2000 2007 was to determine how learning theory was used to design and assess learning that occurs in simulations. Out of the 120 articles in which designing nursing simulations was reported, 16 referenced learning or developmental theory as the basis of how and why they set up the simulation. Of the 16 articles that used a learning type of foundation, only two considered learning as a cognitive task. More research is needed that investigates the efficacy of simulation for improving student learning. The study concludes that most nursing faculty approach simulation from a teaching paradigm rather than a learning paradigm. For simulation to foster student learning there must be a fundamental shift from a teaching paradigm to a learning paradigm and a foundational learning theory to design and evaluate simulation should be used. Examples of how to match simulation with learning theory are included.

June 8, 2009

The Undergraduate Education of Nurses: Looking to the Future

Josephine Hegarty, Ella Walsh, Carol Condon, John Sweeney

Abstract

Societal change historically has presented many challenges for nursing. The challenge to nurse educators is to ensure that professional education remains relevant and keeps abreast of both societal and healthcare changes. These challenges include globalization, changing patient characteristics, science and information technology advancements, the increasing complexities of healthcare, and recent policy and economic developments. The aim of this paper is to consider possible future societal and healthcare changes and how these may impact the preparation of future graduates in general nursing. A clear understanding of these factors is essential if nursing is to meet the challenges presented by tomorrow's healthcare environment within a global context.

June 8, 2009

Evolution of Canadian Nursing Curricula: A Critical Retrospective Analysis of Power and Caring

Susan E Anthony, Janet Landeen

Abstract

The evolution of Canadian nursing curricula has mutually influenced and reflected nursing's historical course: nursing practice and education are inextricably linked. This paper is a critical retrospective analysis of the evolution of nursing curricula in Canada from the 20th century to the present. Falk Rafael's (1996) dialectic exploration of power and caring in nursing guides the analysis. An ordered, assimilated, and empowered curriculum development framework results. Foucault's (1980) work in the sociology of knowledge and Belenky, Clinchy, Goldberger, and Tarule's (1986) epistemological conceptualization of women's knowledge development are incorporated. The intricacies of the relationship between nursing curriculum development and Canadian history, the navigation of societal paradoxes that mutually drive and inform education and practice, and the instrumental need for nursing education research are considered. A fourth and new dialectic layer is suggested that places nursing on the inter-professional team of architects of a co-constructed emancipatory curriculum.

June 8, 2009

A Narrative Study of the Experiences of Student Nurses Who Have Participated in the Hearing Voices that are Distressing Simulation

Jane E Hamilton Wilson, Wendy Azzopardi, Shelley Sager, Brian Gould, Sherrill Conroy, Patricia Deegan, Suzanne Archie

Abstract

The aim of this study was to provide nursing students with an experiential learning opportunity which simulated living with the challenge of voice hearing. The purpose was to access understanding and insights of nursing students who completed "Hearing Voices that are Distressing: A Training Experience and Simulation for Students" (Deegan, 1996). Using a narrative research design and a convenience sample of 27 nursing students, participants were asked to respond in written format to three open ended prompts immediately following their participation in the simulation. Data generated was subjected to a thematic content analysis using a manual cut and paste approach to inductively find meanings and insights elicited from the respondents' actual words. Affirmed in this study was the use of this teaching tool to assist the students in their understanding of the challenges posed by voice hearing.

June 11, 2009

Teaching and Clinical Educator Competency: Bringing Two Worlds Together

Cathy P Robinson

Abstract

More sessional clinical educators are being employed in educational institutions today than ever before. Also identified in the literature are issues affecting sessional clinical educators' ability to develop and maintain educator competency. Using the definition of educator competency by the National League for Nursing (NLN 2005a), explored in this paper are ways of increasing sessional clinical educator competency, such as orientation and mentorship programs to support student learning in clinical environments. Approaches in the form of theoretical models designed to evaluate clinical educator competency are examined. A new Sessional Clinical Educator Competency (SCEC) Framework is offered to provide direction for implementing strategies to develop and evaluate sessional clinical educator competency. Suggested is that the SCEC framework could be useful for educational administrators and sessional clinical educators to assess clinical educator competency.

June 23, 2009

Assessment of Nursing Student's Learning Outcomes and Employment Choice after the Implementation of a Senior Capstone Course

Lisa Rebeschi, Barbara Aronson

Abstract

Many undergraduate baccalaureate nursing programs incorporate clinical emersion courses at the end of the program. Nursing capstone courses have become increasingly important in facilitating student transition into practice. However, little is known regarding the overall effectiveness of this teaching model for students, nursing programs, and clinical agencies. Previous studies revealed conflicting results about the benefits of a senior level precepted clinical experience. In this multi-method study, the authors examined student learning outcomes, perceptions, employment choice and retention following implementation of a new capstone nursing course. Results of this study indicated that a capstone course does not necessarily significantly improve scores on achievement exams or NCLEX RN first time pass rates. Nevertheless, qualitative content analysis revealed the following themes: integration, autonomy, confidence, authority, and advocacy consistent with a perceived enhanced competence in the nursing role. Data indicated that graduates often seek employment and remain at their capstone site or within their capstone specialty.

July 10, 2009

Relevant Nursing Leadership: An Evidence-Based Programmatic Response

Linda L Eddy, Dawn Doutrich, Zana R Higgs, Janet Spuck, Margie Olson, Stephen Weinberg

Abstract

Community and student demand for relevant nursing leadership graduate programs provided the impetus for this study. The aims were to identify components of highly competent nursing leadership, and strategies to integrate those components into education and practice.Nursing leaders gathered in five focus groups. A semi-structured interview guide was used to elicit narratives about nursing leadership. Interpretive analysis proceeded from identification of themes to uncovering of paradigm cases. Essential nursing leadership competencies comprised communication skills such as listening, conflict resolution, the ability to communicate a vision, motivate, and inspire. Additionally, leaders needed technological adroitness, fiscal dexterity, and the courage to be proactive during rapid change. Implications included a revision in the leadership focus of the nursing masters program, and the necessity that nurse retention should be enhanced by better educated nurse leaders who are grounded in practice and ready to provide a vision for the future.

August 4, 2009

Competence of Accelerated Second Degree Students after Studying in a Collaborative Model of Nursing Practice Education

Deborah A. Raines

Abstract

The article, "CAN-Care: An Innovative Model of Practice-Based Learning" was published in the International Journal of Nursing Education Scholarship in 2006 (Article 20). Reported in this paper are the findings of a program evaluation study with 58 participants who completed a survey questionnaire at the end of the program of study and six-months post graduation. The data reveal that the model resulted in graduates who perceived themselves to be competent and effectively prepared for real-world nursing practice. This is contrary to the existing literature which reports graduates' perceived lack of readiness for RN practice. The participants in this study also identified the opportunity to work with a consistent unit-based nurse and having the nursing practice course experiences on consecutive days and for the entire 12-hour shift as significant factors in the effectiveness of their learning experience.

August 4, 2009

Reaching the Top: Career Anchors and Professional Development in Nursing

Ruth Kaplan, Carmela Shmulevitz, Dennie Raviv

Abstract

This study, based on Shein's conceptual theory of career anchors, examined the relationship between career anchors, professional development and emerging career patterns for graduates of 12 consecutive two year second career programs in nursing (N=231) compared to graduates of concurrent four year academic programs (N=273). A 2-group comparison design was used and data collection tools included a demographic profile, a professional profile and a career anchor questionnaire. Statistically significant differences were found in regard to career anchors (p< 0.001) and career development (p< 0.001). Primary career anchors for the second career nurses were specialization and lifestyle where academic graduates chose management, autonomy and service. Academics displayed a statistically significant preference for administrative specialization (34%) compared to the second career tract (6.5%). Researchers propose that each group develops differently and contributes to the workplace and the importance of both certification and academic incentives to ensure recruitment.

August 12, 2009

Building Nurses' Capacity in Community Health Services

Nancy Edwards, Jo-Anne MacDonald

Abstract

This paper describes core processes, components, and insights gained from a research internship offered through the University of Ottawa, Canada. The growing demand for high quality nursing research requires the development and implementation of strategies for enhanced research capacity. A three-month intensive internship was developed as a main feature of a nursing chair held by the first author. The internship was deliberately structured around core processes of providing individual and group mentoring, creating opportunities for experiential education, and strengthening networks with researchers and decision-makers in health services and policy research. Building and sustaining individual research capacity was supported with strategies to address system challenges. If nurses are going to make their voices heard and increase their contributions to novel health service delivery approaches, building research capacity will be a core element. The internship may be a useful prototype for the development of initiatives to build research capacity in other settings.

August 12, 2009

Structural Empowerment and Professional Nursing Practice Behaviors of Baccalaureate Nursing Students in Clinical Learning Environments

Kae R Livsey

Abstract

This study examines the associations between professional behaviors of baccalaureate nursing students and student perceptions of select factors within the clinical learning environment, including the role of clinical faculty leadership. Participants (n=243) were recruited from a randomly selected list of 1000 members of the National Student Nurses Association (NSNA) among sixteen states within the Southern region of the United States. Results revealed a direct relationship exists between student perceptions of structural empowerment in their clinical learning environment and professional nursing practice behaviors among students. Also found was that relationships between variables in the model are significantly strengthened by student perceptions of strong leadership behaviors of clinical faculty. Findings from this study may assist nurse educators by contributing knowledge relevant to support/facilitate the transition of individuals from student nurses to professional registered nurses and, thus enhance the impact of professional nurses' contributions in healthcare delivery.

August 14, 2009

Curriculum Reform in Baccalaureate Nursing Education: Review of the Literature

Maryann O Forbes, Mary T Hickey

Abstract

The debate surrounding the need for reform in nursing education has been heard for well over a decade. Recently, deficiencies in the quality of patient care, as well as patient safety issues, have led to calls for change in health professions education by nursing organizations and the Institute of Medicine (IOM). The rationale and scope of any proposed curricular revision or changes in teaching practices must be firmly grounded in a comprehensive review of the literature and based on current research findings. This article synthesizes the recent literature related to curriculum reform and innovation in nursing education. Four themes were identified in the literature: incorporating safety and quality in nursing education, re-designing conceptual frameworks, strategies to address content laden curricula, and teaching using alternative pedagogies. Synthesis of the recent literature in the field will assist faculty who are beginning the curriculum evaluation and revision process in their own schools.

September 5, 2009

Innovation in Community Clinical Placements: A Canadian Survey

Catherine Hoe Harwood, Sheryl Reimer-Kirkham, Richard Sawatzky, Landa Terblanche, Lynn Van Hofwegen

Abstract

Ongoing restructuring within the health care system juxtaposed with mandated increased seats in nursing programs have taxed traditional clinical practice settings beyond their capacity. In the search for suitable clinical placements to meet learning objectives and fulfill required clinical hours, nursing program administrators are turning to various non-traditional settings. Yet limited research exists to describe the prevalence and types of 'innovative' clinical placements (ICPs) or the nature and quality of student learning in such settings. Described in this article are findings from a national survey of Canadian baccalaureate nursing programs completed by nurse educators and clinical placement coordinators regarding nursing student placements within ICPs. Participant survey responses provide a national snap-shot of ICPs, along with perspectives on pedagogy, strengths and weaknesses, capacity and sustainability issues, and ethical, legal and academic considerations associated with student placements in these settings.

September 14, 2009

Faculty Advising in Nursing Education: Necessary Evil or Opportunity for Excellence?

Connie Diaz Swearingen, Janice Hayes

Abstract

Understanding the components of faculty workload is critical to recruitment and retention of nurse educators and to success and sustainability of nursing education programs. The role of faculty advisors has been linked to student retention and success in nursing undergraduate education. Despite the importance of academic advising, there is a paucity of research examining the impact of advising on the workload of nurse educators. When faculty roles, such as academic advising, are ostensibly valued by the institution and result in higher levels of student success, but are unrecognized and unrewarded as part of the workload formula, faculty stress and burnout can result.Recommendations for faculty advising are offered, based on current evidence regarding the importance of faculty advising and the impact of advising on the workload of nurse educators. Implications for redefining nursing faculty workload formulas are discussed.

September 21, 2009

Work-Related Stressors Experienced by Part-Time Clinical Affiliate Nursing Faculty in Baccalaureate Education

Kathleen S. Whalen

Abstract

This descriptive and multivariate correlational study identifies work-related situations that were perceived as stressful in a sample of part-time clinical affiliate nursing faculty (n = 91) from a western state who teach in baccalaureate programs. The most stressful conditions include being physically and emotionally drained; working outside regular hours; dealing with the number of role expectations; and receiving inadequate monetary compensation. Subjects reported other specific stressful situations related to their work with clinical agencies, universities, and students. The researcher also examined the relationships between selected background factors (number of years of clinical teaching experience, clinical teacher education, and holding a second job), role stress, and job satisfaction. Even though this sample had a high job satisfaction rating, the variable, role stress, was shown to significantly predict job satisfaction. Lastly, implications for nurse educators in baccalaureate programs are explored.

September 24, 2009

Students' Perception of Faculty Involvement in the Rural Hospital Preceptorship Experience

Monique Sedgwick, Olive Yonge

Abstract

Faculty in Canadian undergraduate nursing programs have come to rely on preceptorship as the primary model for teaching and learning during the final clinical course. A focused ethnography was completed in order to examine undergraduate nursing students' experience of rural hospital preceptorship in western Canada. Data analysis revealed that students perceive nursing faculty involvement and support to be peripheral to the clinical experience. Strategies aimed at clarifying the faculty role and nursing programs' involvement are presented as a means to enhance the rural hospital learning experience.

October 10, 2009

Practice and Academic Nurse Educators: Finding Common Ground

Maura MacPhee, Patricia Wejr, Michael Davis, Pat Semeniuk, Kathy Scarborough

Abstract

Two university-based schools of nursing and two healthcare regions, supported by a nurses' union, have formed an intersectoral collaboration to develop a practice educator curriculum. The curriculum is designed to increase educator capacity and practice-academic relationships. This article describes the preliminary groundwork among intersectoral partners. Practice and academic educators do not always recognize each others' expertise or share resources effectively. An online survey and focus groups were conducted to identify educators' similar successes and challenges, their perspectives of key criteria necessary to establish practice-academic collaborations and learning environments, and intent to leave. The findings revealed many similarities across sectors, although practice and academic educators had different foci or perspectives that will need to be bridged by the collaboration. Strategies are suggested to maximize educators' commonalities, provide better supports to minimize intent to leave, and ensure sustainability.

October 21, 2009

Seeing With New Eyes: The Meaning of an Immersion Experience in Bangladesh for Undergraduate Senior Nursing Students

Hendrika J. Maltby, Sarah Abrams

Abstract

Nurses must provide culturally appropriate care. A powerful strategy to enhance cultural competency is immersion. This can increase awareness of personal beliefs, values, behaviors, and learning from clients. A three week immersion experience for 17 senior undergraduate nursing students was organized in partnership with the Independent University, Bangladesh. Working with interpreters, students learned about people and healthcare through interviews and site visits. The purpose of this qualitative study was to discover the meaning of the immersion experience for nursing students through their reflective journals. These were thematically analyzed and four themes emerged: Beginning to See, Thinking about the Seen, Wanting to Change the Seen, and Transformed by the Seen. These themes combine into a framework that has been tentatively titled, Seeing Through New Eyes and will be further developed on future trips. Achieving cultural competency is a complex, long-term process that can be intensified with immersion experiences.

October 28, 2009

Successful Transition of the New Graduate Nurse

Donna M Romyn, Noreen Linton, Cathy Giblin, Brenda Hendrickson, Lori Houger Limacher, Carol Murray, Pamela Nordstrom, Gail Thauberger, Di Vosburgh, Leianne Vye-Rogers, Arlene Weidner, Colleen M Zimmel

Abstract

Reports that new nurse graduates are not sufficiently prepared to enter the workforce are of concern to educators, employers, and other stakeholders. Often, this lack of 'practice readiness' is defined in relation to an inability to 'hit the ground running' and is attributed to a 'gap' between theory and practice and the nature of current work environments. To gain a deeper understanding of the process of making the transition from student to graduate nurse, discussion groups were held across Alberta with 14 new graduates and 133 staff nurses, employers, and educators. Five additional new graduates and 34 staff nurses, employers, and educators provided input by fax or e-mail. The findings of this initiative speak to the need to examine assumptions underlying 'practice readiness' and what constitutes an effective transition to the workplace. The problems to be addressed are complex and a wide range of sustainable, evidence-based approaches are required to resolve them.

November 3, 2009

The Competence of Student Nurse Teachers

Leena Kaarina Salminen, Hanna-Leena Melender, Helena Leino-Kilpi

Abstract

The aim of this study was to evaluate how student nurse teachers meet the requirements of nurse teachers as they practice teaching in nurse education. The data was collected by the Evaluation of Requirements of Nurse Teachers (ERNT), as self-evaluations and peer evaluations answered by 40 student teachers over three years. The response rate was 82%. The total number of completed questionnaires received was 143. Data was analyzed by using descriptive statistics. The student teachers gained a high level of competence as teachers. The highest level of competence was reported in relationships with students, while the lowest level was associated with teaching skills. Of the single requirements, the weakest skills were related to teaching decision-making and encouraging students constantly to seek new knowledge. The nursing competence was mainly evaluated with high-level scores. Evaluations by the student teachers themselves and their peer students were in line.

November 8, 2009

Employer Perceptions of Knowledge, Competency, and Professionalism of Baccalaureate Nursing Graduates from a Problem-Based Program

Bev Williams, Rene A. Day

Abstract

Employer evaluation of graduates is a critical component of professional program evaluation and contributes a viewpoint rarely reported in the literature. It has been proposed that Problem-Based Learning (PBL) enhances knowledge acquisition, clinical competency and professional behavior. Students assume the role of a registered nurse as they work through real practice scenarios on a daily basis in the classroom. The purpose of this study was to explore employer perceptions of graduates' knowledge, competency and professionalism, following completion of a PBL program. Nurse employers (N=53) participated in 10 focus group discussions. Four main themes were derived from employer descriptions of their experience with PBL graduates: still rough around the edges, we want them to succeed, a new generation of practitioner, and potential to lead the profession into the future. Please add what the implications of these findings are to nursing education.

November 19, 2009

Collaborative Essay Testing: Group Work That Counts

Peggy A Gallagher

Abstract

Because much of a nurse's work is accomplished through working in groups, nursing students need an understanding of group process as well as opportunities to problem-solve in groups. Despite an emphasis on group activities as critical for classroom learning, there is a lack of evidence in the nursing literature that describes collaborative essay testing as a teaching strategy. In this class, nursing students worked together in small groups to answer examination questions before submitting a common set of answers. In a follow-up survey, students reported that collaborative testing was a positive experience (e.g., promoting critical thinking, confidence in knowledge, and teamwork). Faculty were excited by the lively dialog heard during the testing in what appeared to be an atmosphere of teamwork. Future efforts could include providing nursing students with direct instruction on group process and more opportunities to work and test collaboratively.

December 30, 2009

Effects of Nursing Education on the Image of Nursing as a Profession in Israel

Merav Ben Natan

Abstract

The purpose of this study was to examine the perceptions of nursing students in Israel regarding nursing as a profession and nurses public image, and whether there is a difference between the perceptions of first-year and more advanced nursing students. A questionnaire based on the work of Tzeng (2006) was administered to 200 first-year nursing students and 200 more advanced students. Most of the students felt the nursing profession needs to undergo an image change, while first-year students perceived nurses as more angelic and romantic than more advanced students. A positive correlation was found between satisfaction with nurses in the field and the image of nursing. In order to reinforce a positive image of nursing as a career, nurse educators should alter negative stereotypes about the profession.

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.