Nursing Education Perspective最新文献

{"title":"Mentor Satisfaction Using a New Model of Clinical Education","authors":"L. Myler, Carrie Buch, B. Hagerty, Marisa Ferrari, S. Murphy","doi":"10.5480/13-1091.1","DOIUrl":"https://doi.org/10.5480/13-1091.1","url":null,"abstract":"AIM The aim of this descriptive study was to examine mentor satisfaction in an academic‐practice partnership in Michigan. BACKGROUND New models of education, in which nurse faculty partner with practicing nurses to mentor and teach students, are being established to meet the demand for nurses. METHOD A survey was distributed via email list to examine mentor satisfaction according to the mentor's education level, experience, and clinical unit. Descriptive statistics were used to analyze the results. RESULTS Findings were analyzed with regard to satisfaction, understanding, student preparedness, comfort of giving feedback, faculty engagement, and the use of evidence‐based practice. Mentors were found to be satisfied with the model. CONCLUSION Nurses with less experience were more satisfied with the model; level of education and unit were not found to be statistically significant. Future research to evaluate academic‐practice partnerships is needed.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124712513","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 Experience of a Technological Innovation in Nursing Education","authors":"R. Fiedler, J. Giddens, Sarah North","doi":"10.5480/13-1188","DOIUrl":"https://doi.org/10.5480/13-1188","url":null,"abstract":"AIM The purpose of this study was to investigate faculty experiences associated with using an innovative technology known as The Neighborhood (a virtual community). BACKGROUND As expectations for nursing faculty to incorporate student‐centered learning activities increase, there will be greater use of innovative technologies to help them achieve this goal. There is limited research on the faculty experience of adopting innovative technologies. METHOD This article focuses on the qualitative component of an 18‐month, multisite, mixed‐methods study, a descriptive qualitative content analysis from data collected from focus groups held at each of five intervention schools. RESULTS Three key themes about the innovation emerged from the data analysis: Teaching/Learning Benefit, Commitment to the Innovation, and Cost. CONCLUSION With the expansion of technologies specifically designed for health care education, optimal support is critical. Ongoing research is needed to gain a better understanding of faculty experiences for successful adoption efforts.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127303572","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":"Nurse Educators’ Perceptions of Caring Attributes in Current and Ideal Work Environments","authors":"A. Brett, J. Branstetter, Patricia D. Wagner","doi":"10.5480/13-1113.1","DOIUrl":"https://doi.org/10.5480/13-1113.1","url":null,"abstract":"AIM The study explored nurse educators’ perceptions of the frequency (experience) of caring attributes in their current work environments and the attributes’ importance (expectation) in an ideal work environment. BACKGROUND Caring has been linked to only a few components of nurse educators’ work satisfaction. However, its influence may be much greater. METHOD A multisite convenience sample (N = 241) completed an adapted version of the Nyberg Caring Assessment Scale©. Paired t‐tests, correlations, and content analysis were used to explore experience‐expectation gaps RESULTS Significant and substantive (p < .01, r > .50) experience‐expectation gaps and correlations (p < .05) between demographic and work environment characteristics and caring attributes were found. Sources of and opportunities for caring attributes were identified. CONCLUSION The findings suggest that feeling valued contributes to nurse educators’ perceptions of a positive work environment and may inform recruitment and retention strategies. A model is proposed.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"1 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122586225","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 High‐Fidelity Simulation and Concept Mapping to Cultivate Self‐Confidence in Nursing Students","authors":"Zepure Samawi, Teresa L. Miller, Mary S. Haras","doi":"10.5480/12-1042.1","DOIUrl":"https://doi.org/10.5480/12-1042.1","url":null,"abstract":"This study evaluated the impact of concept mapping and simulation on nursing student self‐confidence. Forty‐eight nursing students completed NLN simulation tools, created a concept map, and participated in an informal focus group. Significant correlations were found between self‐confidence and the learning strategies employed in the simulation scenarios (p = .000). Qualitative data analysis revealed three themes: advanced assessment skills, critical thinking skills application, and greater self‐confidence in caring for children. This study provides insight into the use of simulation, concept mapping, and critical reflection as means to provide students with opportunities that promote self‐confidence related to nursing practice.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132843605","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":"Examining the Effect of Texting on Students' Perceptions of Learning","authors":"Kay Swartzwelder","doi":"10.5480/12-1012.1","DOIUrl":"https://doi.org/10.5480/12-1012.1","url":null,"abstract":"The web has created new opportunities for nursing students to continue their education at a distance. With the increase in online nursing courses, research is needed to determine which instructional strategies are effective in the online environment. Although social engagement tools have been investigated as a method to facilitate collaboration, engagement, and motivation in the classroom, little research has focused on the effect of these tools on learner comprehension. The purpose of this research was to determine the effect of texting in an online class on the learning experience.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126173118","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":"Innovation Center A Virtual Pregnancy for Pre‐Licensure Nursing Students: Nine Months Up and Close","authors":"Yvonne L. Weideman, Alicia L. Culleiton","doi":"10.5480/11-601.1","DOIUrl":"https://doi.org/10.5480/11-601.1","url":null,"abstract":"The Virtual Pregnancy Model (VPM) blends emergent educational technology designed to facilitate student learning and obstetrical concepts. Content is incorporated via YouTube videos and grounded in experiential learning through encounters with a pregnant virtual character. Students demonstrated increased performance on pre and post testing and perceived that the VPM enhanced their knowledge of obstetrical concepts while also increasing their proficiency in specified nursing competencies.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115210599","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":"Emerging Technologies Center The Connected Age: Digital Tools for Health","authors":"","doi":"10.1097/00024776-201411000-00016","DOIUrl":"https://doi.org/10.1097/00024776-201411000-00016","url":null,"abstract":"","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125306012","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":"The Faculty Advisor Evaluation Questionnaire: Psychometric Properties","authors":"E. Harrison","doi":"10.5480/12-916.1","DOIUrl":"https://doi.org/10.5480/12-916.1","url":null,"abstract":"AIM This study tested the psychometric properties of The Faculty Advisor Evaluation Questionnaire (FAEQ) in a larger and more diverse sample than earlier studies. BACKGROUND High‐quality academic advising enhances the educational development of students, but the ability to evaluate and improve advising depends on the availability of instruments that produce valid and reliable scores. METHOD The FAEQ was tested on 545 students enrolled in a four‐year college or university. Bartlett's test of sphericity supported the factorability of the data, and sampling adequacy was supported by Kaiser‐Meyer‐Olkin (KMO) testing. The factor structure was examined using exploratory (EFA) and confirmatory factor analysis (CFA). RESULTS EFA yielded a four‐factor solution (Advising Session, Advocacy/Accountability, Knowledge, and Availability). The goodness‐of‐fit indexes supported the structural equation model (CFA). Internal consistency reliability is 0.976. CONCLUSION The psychometric properties of the FAEQ indicate that it enables valid and reliable measurement of four domains of academic advising.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122665710","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":"UtahState University","authors":"","doi":"10.1097/00024776-201405000-00013","DOIUrl":"https://doi.org/10.1097/00024776-201405000-00013","url":null,"abstract":"","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121874207","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":"Comparison of Nurse Mentor and Instructor Evaluation of Clinical Performance","authors":"Kathleen M. Seurynck, Carrie Buch, Marisa Ferrari, S. Murphy","doi":"10.5480/1536-5026-35.3.195","DOIUrl":"https://doi.org/10.5480/1536-5026-35.3.195","url":null,"abstract":"The evaluation of nursing students in the clinical setting is a challenging aspect of nursing education. New models of clinical education, such as dedicated educational units and modified preceptorships (Moscato, Miller, Logsdon, Weinberg, & Chorpenning, 2007), have added to the challenges inherent in evaluating how students apply the theories and skills they learn in the classroom and skills laboratory to actual patients in a real-life setting. One problem is that many newer models of clinical education employ a team-based approach (Nabavi, Vanaki, & Mohammadi, 2011) involving nursing staffwho serve as preceptors or mentors to students (Beerman, 2001). Often these nurses have not received training in student evaluation. New partnerships between hospitals and universities formed to improve education and maximize resources (Nabavi et al.) present additional challenges for faculty.A review of the literature found only one study that compared student clinical evaluations by nurse mentors (n = 98) and instructors (n = 17) (Ferguson & Calder, 1993). While significant differences were found in only 13 percent of the clinical competency ratings, it is important to point out that this study was conducted well before many of the conditions currently affecting health care and nursing education came into being. Our study compared the level of agreement between nursing instructors and mentors in student clinical evaluation in a new model of clinical education.METHODSetting and SampleIn 2007, the University of Michigan School of Nursing and University of Michigan Hospital formed a partnership to create a new model of clinical education in which students are embedded in hospital units in specific clinical clusters. To increase stability and build relationships, students and nursing instructors remain in the same clinical cluster for the duration of their undergraduate education. Students are paired with nurse mentors on the unit, with the instructor providing support and oversight.Each week, the nurse mentors use an online evaluation tool to evaluate students. Based on recommendations from the Commission on Collegiate Nursing Education (2009), the scores are used as data by faculty when preparing end-of-term clinical performance grades. This study involved 81 nurse mentors for 81 students and 20 instructors.InstrumentsThe Clinical Evaluation Tool, administered online, was based on competencies in the Essentials of Baccalaureate Education for Professional Nursing Practice (American Association of Colleges of Nursing, 2008). The tools used by nursing instructors and nurse mentors evaluated professionalism/accountability; communication; the nursing process; patient education/self-management; safety; and evidence-based practice. The instructor tool also evaluated clinical reasoning, and the wording of some questions varied slightly between the tools. Each tool used a Likert scale scored as follows: 1 (cannot perform), 2 (consistent guidance), 3 (occasional guidanc","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123651187","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}