{"title":"Cadaveric education in baccalaureate nursing education","authors":"Natalie Capps PhD, RN , Kimberly Stickley DNP, APRN, FNP-C, PMHNP-BC , Rochelle McFerguson MNSc, RN , Fermin Renteria DNP, APRN, CPNP-PC, CNE","doi":"10.1016/j.teln.2024.02.010","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>Cadaveric education has many benefits that have been well demonstrated among medical students. Nursing students are rarely privy to the benefits of cadaveric education, despite being a rich opportunity for growth. This paper outlines the procedural steps taken to execute an innovative cadaveric education program among baccalaureate nursing students.</p></div><div><h3>Method</h3><p>This education modality was developed through laying groundwork with the clinical laboratory, identifying roles for participants, implementation in the cadaver laboratory and evaluating students’ response. Educational innovation was demonstrated through peer teaching, team teaching and iterative response.</p></div><div><h3>Result</h3><p>The students and faculty were satisfied with the educational innovation. Specifically, the students and faculty felt the experience allowed them to connect with the scientific underpinnings of the profession.</p></div><div><h3>Conclusion</h3><p>There were significant benefits to implementing the cadaver laboratory experience in undergraduate nursing pathophysiology. Formal evaluation of students and faculty will bolster what is known about implementing such educational modalities.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Learning in Nursing","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1557308724000386","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Cadaveric education has many benefits that have been well demonstrated among medical students. Nursing students are rarely privy to the benefits of cadaveric education, despite being a rich opportunity for growth. This paper outlines the procedural steps taken to execute an innovative cadaveric education program among baccalaureate nursing students.
Method
This education modality was developed through laying groundwork with the clinical laboratory, identifying roles for participants, implementation in the cadaver laboratory and evaluating students’ response. Educational innovation was demonstrated through peer teaching, team teaching and iterative response.
Result
The students and faculty were satisfied with the educational innovation. Specifically, the students and faculty felt the experience allowed them to connect with the scientific underpinnings of the profession.
Conclusion
There were significant benefits to implementing the cadaver laboratory experience in undergraduate nursing pathophysiology. Formal evaluation of students and faculty will bolster what is known about implementing such educational modalities.
期刊介绍：
Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty
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