Nursing Education Perspective最新文献

{"title":"An Exploration of the Relationship Between Knowledge and Performance‐Related Variables in High‐Fidelity Simulation: Designing Instruction That Promotes Expertise in Practice","authors":"R. Hauber, E. Cormier, J. Whyte","doi":"10.1043/1536-5026-31.4.242","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.242","url":null,"abstract":"ABSTRACT Increasingly, high‐fidelity patient simulation (HFPS) is becoming essential to nursing education. Much remains unknown about how classroom learning is connected to student decision‐making in simulation scenarios and the degree to which transference takes place between the classroom setting and actual practice. The present study was part of a larger pilot study aimed at determining the relationship between nursing students' clinical ability to prioritize their actions and the associated cognitions and physiologic outcomes of care using HFPS. In an effort to better explain the knowledge base being used by nursing students in HFPS, the investigators explored the relationship between common measures of knowledge and performance‐related variables. Findings are discussed within the context of the expert performance approach and concepts from cognitive psychology, such as cognitive architecture, cognitive load, memory, and transference.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128585515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Everyone's Answering: Using Technology to Increase Classroom Participation","authors":"Debra A. Filer","doi":"10.1043/1536-5026-31.4.247","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.247","url":null,"abstract":"ABSTRACT A study was designed to assess the impact of a wireless technology known as an audience response system (ARS), commonly known clickers, on learning and student engagement in a nursing classroom. Students in the control group responded verbally to questions posed during lectures, while students in the intervention groups responded anonymously using the ARS. Although no significant improvement in postlecture quizzes was noted, students in ARS‐enhanced lectures reported significantly higher satisfaction scores. The use of ARS promoted a sense of comfort, encouraged participation, and motivated students to answer questions and interact with the subject matter.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126544708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Wisdom: A Necessary Faculty Competency?","authors":"D. Skiba","doi":"10.1043/1536-5026-31.4.251","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.251","url":null,"abstract":"IT HAS BEEN ALMOST A DECADE since Marc Prensky wrote about digital natives and digital immigrants (2001 a, 2001 b). In these initial writings, Prensky compared digital natives, that generation that grew up with technology, with digital immigrants, those who had not grown up with technology. A few years earlier, Tapscott (I 998) introduced the digital generation, and described how adolescents were different in a variety of traits. Howe and Strauss (2000) also wrote about Millennials and their need for a different type of educational experience. Oblinger and Oblinger (2005) edited an entire online textbook on educating the Net generation. Some (Bennett, Maton, & Kervin, 2007; Hoover, 2009; Margaryan & Littlejohn, 2008) have debated the validity of these descriptions of the Millennial, Net, and digital generations. They postulated that the evidence does not exist to support the claims that were being made: \"We argue that rather than being empirically and theoretically informed, the debate can be likened to an academic form of a 'moral panic.' We propose a more measured and disinterested approach is now required to investigate 'digital native' and their implication for education\" In an examination of the Millennial muddle from a student affairs perspective, Hoover (2009) in essence noted that many, like Howe and Strauss (2000), have created a substantive and lucrative business model to help people understand the Millennial student, worker, and citizen. I propose that now is the time to move beyond the debate. In the United States, there are statistics to demonstrate that both students and faculty fall across the spectrum of digital immigrants to digital natives. As educators, we need to transcend this divide and think about the notion of digital wisdom being suggested by Prensky (2009). Prensky stated, \"Although many have found the terms to be useful, as we move further into the 21st century when all will have grown up in the era of digital technology, the distinction between digital natives and digital immigrants will becomes less relevant. Clearly, as we work to create and improve the future, we will need to imagine a new set of distinctions\" Thus, the concept of digital wisdom. Prensky believes that \"digital technology can make us not just smarter but truly wiser.\" Based on that assumption, digital wisdom is conceptualized as \"wisdom that arises from the use of digital technology to access cognitive power beyond our innate capacity and wisdom in the prudent use of the technology to enhance our capabilities.\" Digital wisdom does not just focus on one's ability to easily use or even creatively use technology. It is all about making wiser decisions because one uses technological enhancements. Prensky makes the case that people seeking wisdom will need the use of digital technologies to provide them with unprecedented access to data, information, and knowledge from across the globe. How one uses, filters, and eventually applies these resources will pl","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"39 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121172949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Why Clinical Nurse Educators Adopt Innovative Teaching Strategies: A Pilot Study","authors":"Janet M Phillips, S. Vinten","doi":"10.1043/1536-5026-31.4.226","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.226","url":null,"abstract":"ABSTRACT The purpose of this pilot study was to describe intentions to adopt innovative teaching strategies in clinical educators who have participated in an online course focusing on the role of clinical teaching (N = 71). Innovative teaching strategies were defined as those that embrace the tenets of sociocultural theory, a student‐centered approach whereby the role of the nurse educator is to motivate and support the student and, in mutual process, to push students to reach toward their learning potential by using guiding techniques that can be erected or gradually reduced based on the individual student's learning needs. Participants stated that three factors proposed in the Rogers theory of diffusion of innovation (compatibility, trialability, and relative advantage) would be most influential in the adoption of innovative teaching strategies. Encouraging students to explore and apply new knowledge was described as the teaching strategy most likely to be adopted. Intent to adopt innovative teaching strategies may provide insight into the development of organizational climates in schools of nursing that could foster needed changes in clinical teaching.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115787085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Changing the Postclinical Conference: New Time, New Place, New Methods Equal Success","authors":"K. Yehle, Polly A. Royal","doi":"10.1043/1536-5026-31.4.256","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.256","url":null,"abstract":"POSTCONFERENCES ARE DESIGNED TO BE A TIME FOR REFLECTION AND REPORTING ABOUT A STUDENT'S CLINICAL EXPERIENCE. Traditionally, they take place immediately after time is spent on the clinical unit. However, with increasing patient acuity, it is difficult for students to complete patient care in time to proceed to postconference, and both students and faculty are likely to be physically and mentally fatigued, increasing the likelihood of passive learning (Donner, Levonian, & Slutsky, 2005). Based on Chickering and Gamson's classic work, Seven Principles for Good Practice in Undergraduate Education (1987), the authors made changes to the postconference format for an adult nursing course. In order for students to be actively engaged learners who connect and apply didactic content in the acute care setting and in simulated patient scenarios, the postconference was renamed clinical conference and now takes place at a different time in a different setting. There is also a new format to help undergraduate nursing students master problem solving, critical thinking, and evaluation. Consideration has been given to the fact that many of today's students, born between 1982 and 1991 and known as the Millennial Generation, have different expectations of faculty and learn differently than previous generations of students (Johnson & Romanello, 2005; Skiba & Barton, 2006). They are accustomed to multitasking, feel the need to be constantly connected, and have little patience for delays (Christmas, 2008; Duchscher & Cowin, 2004; Frand, 2000). Timing and Milieu The clinical conference has been moved to a new day and an on-campus setting, giving students time to refuel and reflect (Donner et al., 2005). The 90 minutes set aside for the conference is divided into segments of 12 to 15 minutes to accommodate students who grew up watching television with frequent commercial breaks (Christakis, Zimmerman, DiGiuseppe, & McCarty, 2004). The change in the physical environment, supported by technology, is designed to enhance active learning and increased interaction among students. Learning Methods Using Chickering and Gamson's seven principles for good practice (1987), the clinical conference encourages contact between students and faculty; reciprocity and cooperation among students; active learning techniques; prompt feedback; an emphasis on time on task; the communication of high expectations; and respect for diverse talents and ways of learning. Students are assessed as visual, aural, reading/writing, or kinesthetic learners (Gardner & Hatch, 1990), and faculty design activities that meet individual learning styles. The goal is to teach students to recognize how they learn best so that they may capitalize on their strengths. The clinical conference incorporates multiple learning modalities outlined in the Table. Small-group exercises provide the Millennial Generation students with the experiential learning and immediate feedback they desire (Skiba & Barton, 2006). This form","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132634622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Problem‐Based Learning in Children's Nursing: TRANSCENDING DOUBTS to Exceeding Expectations","authors":"Sara E. C. Raftery, M. CLYNE S, Colleen O’Neill, Emer Ward, I. Coyne","doi":"10.1043/1536-5026-31.4.210","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.210","url":null,"abstract":"ABSTRACT Problem‐based learning (PBL) is well established in health education. It is regarded as a constructionist approach to education that emphasizes students' active engagement with the learning process, self‐direction, and learning in a meaningful context. This article details the experiences of nurse lecturers in one university in the Republic of Ireland during the introduction of a PBL module to students enrolled in a higher diploma in children's nursing program. All lecturers attended a three‐day training program on the principles and processes of PBL. The lecturers, all experienced nurse educators, had no prior experience in implementing PBL. Data collection involved the use of reflective journals and group meetings. Thematic content analysis revealed key themes that chart the journey from transcending doubts to exceeding expectations of the PBL process.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116777522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FACULTY RATINGS of Retention Strategies for Minority Nursing Students","authors":"Barbara H Baker","doi":"10.1043/1536-5026-31.4.216","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.216","url":null,"abstract":"ABSTRACT The purpose of this study was to investigate a) the types of retention strategies used by undergraduate nursing programs for the purpose of retaining minority students, b) the rated effectiveness of the strategies, as identified by faculty in those programs, and c) whether there is a relationship between strategies rated as effective and the type of nursing program, baccalaureate (BSN) or associate (AD) degree. Administrator‐selected faculty from randomly sampled BSN and AD nursing programs within a 16‐state area of the southeastern United States were asked to respond to an online survey regarding the use and effectiveness of retention strategies selected from the literature. Descriptive statistics and chi‐square tests for association were used to analyze the data. Of the 14 strategies included in this analysis, faculty availability and timely feedback on tests and clinical performances were used by all undergraduate programs. Organized study groups and peer mentoring were the least used strategies. Faculty from both BSN and AD programs reported using many of the strategies and rated their use as effective overall for minority nursing student retention. The highest rated strategies were those that involved direct interaction of nurse faculty and students.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127430926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"WANTED: Informatics Resources and Learning Activities","authors":"D. Skiba","doi":"10.1043/1536-5026-31.3.183","DOIUrl":"https://doi.org/10.1043/1536-5026-31.3.183","url":null,"abstract":"EACH YEAR. members of the advisory committees of the Bureau of Health Professions (BHP), Health Resources and Services Administration, meet for an All-Advisory Committee meeting to discuss important interprofessional issues. This year, we examined interprofessional education with a focus on competencies. Several documents, including the Institute of Medicine's Health Professions Education: A Bridge to Quality (Greiner & Knebel, 2003) and Quality and Safety Education for Nurses (QSEN) (Cronenwett et al., 2007), provided guidance for our work. As a member of the National Advisory Council on Nurse Education and Practice (NACNEP), I was on a working group focused on informatics competencies. As you can imagine, I was excited about the opportunity to dialogue with colleagues and learn about what other health care professions are doing in the area of informatics. While I was disappointed to learn that other health professions do not appear to be addressing informatics, I was proud that nursing is a leader in this area. Nursing has already recognized the importance of informatics and has begun the journey to identify informatics competencies. Several important initiatives catalyzed our work. Way back in 2006, the Technology Informatics Guiding Education Reform project (TIGER) brought together nursing leaders to define a vision and a three-year action plan related to informatics education for all nurses. And the QSEN project (http://qsen.org) has already defined the knowledge, skills, and attitudes needed by prelicensure and graduate nurses. The NLN's position statement, Preparing the Next Generation of Nurses to Practice in a Technology-rich Environment: An Informatics Agenda (www.nln.org/aboutnIn/PositionStatements/index.htm), and the American Association of Colleges of Nursing's Essentials of Baccalaureate Education for Professional Nursing Practice (www.aacn.nche.edu/education/essentials.htm) also exemplify nursing's leadership. NACNEP's recently released Seventh Annual Report to the Secretary of Health and Human Services and the US Congress (2009), Challenges Facing the Nurse Workforce in a Changing Environment, reiterates the importance of preparing nurses to use health information technology in their practice.The report calls upon the federal government to \"provide funding for capacity building (faculty development) about health information technologies and informatics and to encourage the development of health care informatics curriculum as it is essential to widespread adoption and effective use of health information technologies\" (p. 66) to improve patient care. There is no doubt: Nursing is committed to an informatics agenda. To this end, the NLN's Educational Technology and Information Management Advisory Council (ETIMAC) started work on an Informatics Toolkit for use by nurse educators. The toolkit, released this fall, is a work in progress. (See www.nln.org/facultydevelopment/ facultyresources/index.htm.) Initiated as a product of the Infor","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116532100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Podcasts With Narrative Pedagogy: Are Learning Objectives Met?","authors":"Kenya Beard, Elsa-Sofia Morote","doi":"10.1043/1536-5026-31.3.186","DOIUrl":"https://doi.org/10.1043/1536-5026-31.3.186","url":null,"abstract":"NURSE FACULTY OFTEN ASSIGN VOLUMINOUS AMOUNTS OF READING FOR STUDENTS TO COMPLETE PRIOR TO CI. ASS, BUT THE ASSIGNMENTS GO UNREAD AND STUDENTS COME TO CLASS UNPREPARED TO ENGAGE IN CONTEXTUAL CONVERSATIONS. Some students admit that they do not read the assigned chapters because they have difficulty understanding the content or are overwhelmed by demands of the nursing program. Faculty are often discouraged, fearful they will need to spoon feed their students with the necessary nursing content. Narrative Pedagogy has been proposed as an alternative to lectures in helping students meet learning objectives. It is one response to calls to implement alternative methods of instruction (Bussema & Nemec, 2006). Podcasting also offers an alternative to classroom lectures and provides faculty the opportunity to implement and study innovative teaching methods. This article reports on a pilot study to explore the effect of Narrative Pedagogy on meeting learning objectives. Podcasting was an integral part of the methodology. The Use of Podcasting Several studies discuss strategies for implementing Narrative Pedagogy (Ironside, 2003; Kawashima, 2005; Rogge, 2001; Young, 2004). However, some students are not receptive to this new approach to learning. Ironside used a pretest/posttest study to identify how Narrative Pedagogy is perceived by teachers and students. Students in this study found the \"learning climate to be worse than expected\" and preferred lectures (p. 124). Kirkpatrick and Brown (2004) found that students enjoyed sharing stories and believed that learning took place. Although numerous benefits to the implementation of Narrative Pedagogy have been reported, some nurse educators still question its effectiveness and the wisdom of eliminating lectures in the nursing classroom. Podcasting could potentially resolve this dilemma. Nursing is just one of the many sectors of education where podcasting is gaining popularity. At the University of Michigan School of Dentistry, podcasting was implemented in response to requests by students that lecture content be made available via the Web (Brittain, Glowacki, Van Ittersum, & Johnson, 2006). Students believed that podcasting helped them summarize information presented in lectures. In London, students believed that podcasting offered an added dimension to learning, allowing them to revisit key concepts or listen to content when they did not have the time to sit and read (Edirisingha, Rizzi, Nie, & Rothwell, 2007). Some students reported that they listened to lectures and used their textbooks as a resource to clarify and expound upon the lecture. Method PARTICIPANTS To explore the effect of Narrative Pedagogy on meeting learning objectives, a convenience sample of 50 nursing students was selected for this pilot study. The nursing students were third-year baccalaureate students enrolled in a medical-surgical course at a university on Long Island, New York. Their ages ranged from 18 to 49. In order to maintain anon","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"29 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133719607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disability‐Related Content in Nursing Textbooks","authors":"S. Smeltzer, G. Robinson‐Smith, Mary Anne Dolen, J. Duffin, M. Al-maqbali","doi":"10.1043/1536-5026-31.3.148","DOIUrl":"https://doi.org/10.1043/1536-5026-31.3.148","url":null,"abstract":"ABSTRACT Although the American with Disabilities Act in 1990 mandated that people with disabilities (PWDs) have equal access to facilities and services, men and women with disabilities continue to report receiving inadequate health care. The need to address disability in health professions education, including nursing, has been identified by the U.S. Surgeon General, researchers, and the disability community. This study examined how disability issues are integrated in textbooks commonly used in nursing programs and differences in coverage by seven textbook categories (e.g., medical‐surgical, pediatrics). A total of 33 textbooks used in undergraduate nursing curricula were systematically reviewed for inclusion of disability content using a review grid developed with the input of PWDs. Two researchers independently reviewed each textbook and at least three members of the team developed consensus ratings for each of 224 content items for each textbook. Sums of consensus ratings were calculated for each topic, each textbook, and all seven categories of textbooks. Ratings of each category of disability‐related content were calculated and ranked from highest to lowest. Two investigators reviewed the consensus ratings for each category of book as well as written comments provided during the initial steps of the review. • Analysis revealed that disability‐related content was largely absent from textbooks and categories of textbooks. Although disabling conditions were discussed, issues related to lifelong or preexisting disability were often not addressed. Abuse, a major issue for PWDs, was barely addressed in detail in any of the textbooks. There were significant differences (p = .005) in inclusion of disability‐related content by type of textbook; the highest ranked category was community health. Topics that would be expected in specific categories were often addressed infrequently or not at all. The results of this study suggest the need for faculty members to address disability in their nursing curricula in creative ways until textbook authors and publishers begin to address this issue. The large and growing population of 60 million individuals with disabilities mandates this action.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130499534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}