Avsnitt
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Drs. Tomeka Dowling and Crystal Toll discuss the need to integrate concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into nursing curricula. RN to BSN students were surveyed to assess their perceptions of DEI-SDOH curricular threads and impact on nursing practice. Students indicated that DEI-SDOH curricula promoted self-examination, critical analysis of health care systems, and development of DEI-SDOH competence. You can learn more about their curriculum development process and assessment in their article.
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Nursing students experience significantly more stress compared to non-nursing peers, which increases their risk for poor mental health and academic outcomes. MINDSTRONG, an evidence-based cognitive behavioral program focused on resiliency, prepares students to cope with stressors and adopt healthy lifestyles. Dr. Jacqueline Hoying describes the MINDSTRONG program and findings from her study on outcomes in undergraduate nursing students who completed the program (learn more in her article). She shares information with listeners about how to access program resources for implementation in this podcast.
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Saknas det avsnitt?
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Faculty should provide guidance to help new students embrace challenges and adapt to the rigor of the nursing curriculum. Mindset training may be a key to increase academic success. Dr. Ashley Carter developed a series of 10 lessons as 5-minute pearls throughout a semester-long introductory nursing course using short video clips. These lessons introduce the concepts of fixed versus growth mindset, neuroplasticity, and self-efficacy and include evidence-based strategies to support students’ success and role development. You will enjoy this podcast and learn more in her teaching tips article.
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Dr. Cathleen Evans created 3 tabletop board games as formative assessments for prelicensure students to develop their situational decision-making skillls: Ready Responder, Clinical Case Competency, and Decisions at the Point of Care. The games, adaptable to specific client types, care environments, and contexts, have vetted multiple-choice and client case answer keys. In this podcast and article, you will learn how she developed and uses these games for formative assessments.
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Durable learning reflects the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education. Dr. Crista Reaves explored how nursing students acquired and retained knowledge. Thematic analysis revealed (1) learner- and instructor-initiated techniques that promoted durable learning and (2) techniques that were not effective in the classroom, clinical practice, and simulation. Learn about the research in their article.
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Self-reflection is a key component of simulation debriefing that helps students describe their development of clinical judgment skills. Drs. Michelle Bussard and Lisa Jacobs asked students what they learned about themselves and what changes they plan to make to their nursing practice based on observation of their own performance during simulation in a video recording. Their qualitative study revealed findings about communication, body language, safety, and other AACN essential competencies that might have been overlooked in traditional methods of assessment in simulation. Learn more about how video-recorded simulations help students get the most out of debriefing after simulation in their article.
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Student course evaluations are the primary way faculty receive feedback on their teaching. The challenge is in getting meaningful, actionable feedback from students that can be used to make improvements to instruction. Drs. Michelle Stubbs and Julie Reis share their recommendations for improving the quality of feedback students provide, including use of continuous feedback processes that go beyond surveys and Likert scales. In this podcast, you’ll hear specific steps you can take to collect meaningful feedback and implement a dynamic and responsive instructional improvement cycle. Learn more about their work in their article.
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Dr. Leigh Montejo used Taboo AI to create an engaging, interactive, and effective online learning environment for students. Gaming supports active learning and increases learner engagement. Learn more about Taboo AI in this podcast and Article and how to use it in your course.
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The need for learners to engage in deep learning and develop a spirit of inquiry to lead change requires RN to BSN programs to create new models to prepare learners for new or expanded practice roles. In this podcast with Ms. LaNeigh Harkness, Dr. Ellarene Duis Sanders, and Dr. Patricia Francis-Johnson, you will learn how the faculty reinvigorated their RN-to-BSN program, preparing learners for expanded roles. They developed an innovative Application Practice Model to enhance learners’ critical thinking, problem solving, self-direction, and communication skills to address practice issues needing improvement. Also read their article.
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A diverse nursing faculty is critical to recruiting, educating, and supporting a diverse nursing workforce. Dr. Kumhee Ro and Dr. Joshua Villarreal present their BOLD Framework, which was derived from a series of qualitative semistructured interviews from nursing Faculty of Color (FOC). The BOLD framework begins with an assessment of the institution’s organizational culture, capacity for critical reflection, and perceptions of FOC as individuals. These areas of assessment are visualized as encircling the 4 steps that guide administration through opportunities to engage faculty: Be genuine, be Open to the art of inquiring, Listen deeply to the voices from our culture, and Do by lending action to words. Having completed the 4 steps the final action, Facilitate the Power of Networks, provides ongoing sustained support for FOC. Learn more in their article.
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In this podcast and article, Dr. Erica Sciarra, Dr. John Patro, and Cristianna Cardinale describe an interdisciplinary pilot project that provided faculty with strategies to create a supportive and engaging learning environment while reinforcing psychological and physical wellness. Faculty were provided with an interactive Prezi™ presentation, which contained teaching strategies to promote engagement and increase wellness, and approaches to develop relationships among faculty and peers.
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Educational institutions often struggle to access faculties from different health care fields for interprofessional simulations. Nursing and paramedicine educators from a university and a community college collaborated on a simulation on the management of immunization anaphylaxis in the community. Dr. Janet Loo and Ms. Tammie Muise describe the simulation, its development, and students’ learning outcomes. They also discuss the challenges they encountered in implementing this simulation (e.g., coordinating schedules, space, and training of facilitators) and how they addressed these. If you are interested in offering community based interprofessional simulations, be sure to read their article.
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The flipped classroom is a pedagogical approach to create active learning experiences in the nursing classroom. Dr. Blumenstock developed the DIET-RX acronym for a series of steps faculty can use when teaching with a flipped classroom approach. Learn more about DIET RX in this podcast and her article.
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Dr. Shira Birnbaum describes a full-semester writing course she developed and strategies for improving student writing. Students identify problems in early drafts of their work, which they subsequently learn to resolve. She emphasizes that writing, like clinical learning, requires an investment of time and labor far beyond what is typical in didactic approaches to classroom-based graduate education. Students reflect on their learning in the accompanying article.
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High-quality video productions integrating 360° simulations of real-life nursing scenarios have shown promise in enriching learning experiences and refining students’ competencies, attitudes, and knowledge. Dr. Patrícia Freire de Vasconcelos describes the development of a 360° video simulation scenario for teaching medication safety in nursing. The methodological framework comprised 3 key stages: (1) crafting the script; (2) evaluating the script’s validity by expert judges in medication administration; and (3) developing the set, filming scenes, and refining the video using a 360° camera. The 360° video was tailored for utilization with virtual reality glasses, rendering it accessible for integration into nursing education curricula. The final version consisted of a continuous scene that ended with a question that prompted the identification of errors.
Learn more in their article.
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Adjunct clinical faculty play a vital role in ensuring an adequate number of instructors for nursing students. Dr. Bryce Catarelli and Professor Karen Schofield describe a clinical bingo game they developed for first-semester nursing students and clinical faculty to serve as a guide for the hospital experience. Each space on the bingo card is a skill practiced in laboratory/simulation or an action that is appropriate for students' ability and level of education. Each skill is signed off on completion, creating a log of skills/actions performed by the student. Their article provides additional details about their bingo game.
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In this podcast, Dr. Kaitlyn Kolcun and Dr. Kelly Sullivan explain their rationale and process for transforming traditional prebriefing and debriefing experiences for a virtual-reality simulation to an online asynchronous format. Learn more about how they developed and implemented asynchronous prebriefing and debriefing activities and assessed student learning outcomes. Drs. Kolcun and Sullivan also describe the interesting subjective feedback students provided about the asynchronous virtual simulation experience.
Read more about this in their teaching tip.
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Nursing students’ perceived usability toward a technology application affects their learning experience. Few studies have investigated immersive virtual reality (IVR) simulation for learning fundamental nursing skills. Dr. Wong and her research team explored the usability of IVR simulations with first-year nursing students and their perspectives on this learning modality. In this podcast and article (which is Open Access), Dr. Wong describes their mixed-methods study using surveys and focus groups. The findings demonstrated students’ positive inclinations toward IVR simulation learning. Two areas emerged: using IVR simulation as a complementary modality for learning fundamental nursing skills and barriers affecting students’ usability of this technology. By addressing concerns about usability, IVR simulation can be an important complementary modality for skills learning.
Read the article and share with colleagues.
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Although the numbers of nurses from historically underrepresented ethnic and racial populations are increasing in the workforce, the distribution of nurses in the US is still not representative of the population. In this podcast and article, Dr. Joanne Noone and Ms. Adriana Valenzuela Martinez present their program that improved the underrepresented nursing student population from 11% to 33%.
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Dr. Erika Janssen and Dr. Lindsay Morgan explain the Dunning-Kruger effect and how it influences self-assessment of cultural competence in nursing students. Their research revealed that students with no direct care experience in LGBTQ+ communities were more confident in their communication skills and culturally congruent care than those who had been exposed to sexual minorities in clinical settings. In this podcast, learn more about how knowledge of the Dunning-Kruger effect can help nurse educators continuously improve curricula and guide students to develop greater self-awareness of gaps in competency in delivering culturally congruent care.
Learn more about this research in their article.
- Visa fler
