Nursing Education Perspective最新文献

{"title":"PREPARING the Nurse Scientist for ACADEMIA and INDUSTRY","authors":"L. Lewallen, E. Kohlenberg","doi":"10.5480/1536-5026-32.1.22","DOIUrl":"https://doi.org/10.5480/1536-5026-32.1.22","url":null,"abstract":"ABSTRACT The number of doctoral programs in nursing has been increasing. However, these programs tend to focus on preparing nurse scientists to conduct research, and many spend little time preparing doctoral students for the educator, clinical researcher, or administrator role. Leaders of doctoral programs have identified the need to prepare doctoral students in the functional roles they will assume upon graduation, in addition to the researcher role. This article describes a two‐course (six‐credit) sequence of courses within a research‐focused PhD in Nursing program that provides didactic and experiential knowledge about the role of the nurse scientist in academia and industry settings. Students are highly satisfied with the courses, and report that the experiences have provided them with important knowledge and skills as they assume the scientist role.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128223240","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 INVOLVEMENT in Undergraduate Research: Considerations for Nurse Educators","authors":"Deborah A. Greenawald","doi":"10.1043/1536-5026-31.6.368","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.368","url":null,"abstract":"ABSTRACT Undergraduate research has become a hallmark of outstanding colleges and universities over the past decade and is now one of the items included on the National Survey of Student Engagement. Like faculty in other fields, nurse faculty are being asked not only to pursue their own programs of research, but are called upon to promote, facilitate, and supervise undergraduate research. The purpose of this article is to review current research related to the issue of undergraduate research from the perspective of a faculty member's professional career development and overall scholarship in accordance with Boyer's highly regarded model. Significant professional issues related to faculty involvement in undergraduate research are discussed, and suggested strategies for nurse educators are presented.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130313706","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 STUDENT PERSPECTIVE on RN‐Plus‐10 Legislation: A Survey of Associate Degree and Diploma Nursing Program Students","authors":"Rhonda E. Maneval, M. Teeter","doi":"10.1043/1536-5026-31.6.358","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.358","url":null,"abstract":"ABSTRACT This article reports on a survey of associate degree and diploma nursing students in Pennsylvania designed to elicit their future educational goals and opinions regarding proposed educational advancement legislation. Results indicated the majority of respondents (86.3 percent) planned to pursue the bachelor's degree in nursing; most (94.8 percent) hoped to be enrolled in a BSN program within four years of graduation. The majority (78.9 percent) indicated that even if they were mandated to complete the bachelor's degree in nursing within 10 years, they would still enroll in their current associate degree or diploma program. Asked if 10 years is a reasonable amount of time to complete the BSN, 79.4 percent agreed it is. If money were not an obstacle, 95.8 percent of participants indicated they would pursue a BSN or higher. The results of this survey suggest that the vast majority of associate degree and diploma nursing students value and hope to pursue higher education in nursing.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132137683","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 Online Exercises and Patient Simulation to Improve Students' Clinical Decision‐Making","authors":"J. Guhde","doi":"10.1043/1536-5026-31.6.387","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.387","url":null,"abstract":"ABSTRACT Faced with increasingly complex clinical situations, nurses must respond with accurate clinical judgment. But del Bueno (2005) reports that only 35 percent of new graduate nurses exhibit entry‐level expectations of the necessary critical‐thinking skills. Croskerry (2003) argues that clinicians' education should be directed at developing cognitive strategies that reduce errors in clinical decision‐making. A challenge for nurse educators is finding activities to help students analyze their thinking as they address clinical problems. The author describes an assignment, given to third‐year baccalaureate students, that used both online learning and high‐fidelity patient simulation. Through discussions with instructors and peers, as well as personal reflection, students gained insight into both their sound and faulty critical thinking and clinical decisions.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127405914","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 Future of Nursing and the Informatics Agenda","authors":"D. Skiba","doi":"10.1043/1536-5026-31.6.390","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.390","url":null,"abstract":"THE LONG-AWAITED INSTITUTE OF MEDICINE (IOM) Report on the Future of Nursing: Leading Change, Advancing Health was introduced on October 5. If you were busy and did not attend the IOM briefing, you can view the broadcast at www.iom.edu/Activities/Workforce/Nursing/2010-OCT-05.aspx. The report, well over 500 pages, emphasizes the essential role of nurses in the transformation of health care and the facilitation of objectives established in the Affordable Care Act (www.healthcare.gov/law/introduction/ index.html). Four key messages that structure its recommendations are as follows (IOM, 2010): * Nurses should practice to the full extent of their education and training. * Nurses should achieve higher levels of education and training through an improved education system that promotes seamless academic progression. * Nurse should be full partners, with physicians and other health care professionals, in redesigning health care in the United States. * Effective workforce planning and policy making require better data collection and an improved information infrastructure. Of course, as an informatics professor, I immediately observed that informatics knowledge, skills, and attitudes are integral to these key messages. Note the strong emphasis on removing barriers for advanced practice nurses. With the growing emphasis on patient-centered care, the medical/health home concept, and consumer engagement, it is imperative that APNs understand personal health records, e-health, and m-health (mobile health) tools. Nurses at all levels will need to become informatics literate to function within the health care delivery system. I particularly liked this quote in the chapter on practice transformation: \"There is perhaps no greater opportunity to transform practice than through technology\" In the chapter on the transformation of nursing practice, the report speaks to the American Recovery and Reinvestment Act (ARRA) (Public Law 111-5), which includes the HITECH Act (Health Information Technology for Economic and Clinical Health). This act authorizes the Centers for Medicare & Medicaid Services (CMS) to provide a reimbursement incentive for eligible hospitals and providers who are successful in becoming meaningful users of an electronic health record (EHR). Incentive payments begin in 2011 and phase down gradually. Starting in 2015, providers are expected to have adopted and be actively utilizing an EHR in compliance with the meaningful use definition, or they will be subject to financial penalties under Medicare. (More about the concept of meaningful use is online at http://healthit.hhs.gov/portal/server.pt/community/healthit_hhs_gov_ meaningful_use_announcement/2996) So, the stage has been set for assuring that health care institutions not only adopt EHRs, but that they must also demonstrate that providers are meaningful users of the technology. As Blumenthal and Tavenner (2010) state, \"HITECH's goal is not adoption alone but 'meaningful use' of EHRs --that is, th","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131156059","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":"ELIMINATE BORDER WARS: A Call for Action","authors":"Sharon L. Chappy, Stephanie Stewart, Terri S Hansen","doi":"10.1043/1536-5026-31.6.392","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.392","url":null,"abstract":"COLLEGES OF NURSING that provide students' clinical experiences across state lines must have their programs approved in all states in which they operate. Since the United States Constitution gives each state the right to regulate education and licensure of all licensed professionals, requirements are not uniform among the states. Thus, each board of nursing regulates the practice of nursing, licensure qualifications, and the approval of nursing programs, including clinical experiences (Crawford, 2004). In 2004, Crawford surveyed a total of 378 nursing programs regarding state board regulations. The majority of respondents felt there was too much regulation involved in the approval of educational programs. Surprisingly, the National Council of State Boards of Nursing (NCSBN) identified varying nursing education and practice regulations among the states as one of several barriers to nursing education innovation (NCSBN, 2008). Some states use the Nurse Licensure Compact (NLC) program to break down practice barriers. The NLC refers to an agreement among states that allow a common professional license for nurses. A nurse licensed in one of the compact states may practice in any other compact state without a separate license (Roberts, 2008). Nurses must continue to comply with the rules and regulations of their home state to keep their license current. The NLC agreement has broken down some border barriers faced by traveling nurses and other nurses who cross state lines. However, the compact agreement does not extend to schools of nursing or to nursing students in the compact states. ACCEL BSN Option Overview and Outcome Data In May 2003, in response to the increasing demand for accelerated nursing education programs, the University of Wisconsin Oshkosh (UWO) College of Nursing (CON) launched the UWO ACCEL BSN option. The program's prelicensure bachelor's to baccalaureate degree was developed in response to repeated inquiries from potential students who already held a minimum of a bachelor's degree in a field other than nursing. Since 2004, two cohorts have been offered every year. Each cohort contains 24 to 30 second-degree students from various parts of the United States. Students spend time on campus only three times during the program. There is a two-day orientation prior to the beginning of the online course work; a two-week \"boot camp\" consisting of rigorous lab and clinical experiences about four months into the program; and a weeklong capstone experience during the last week of the program. All theory courses are available online only. Students begin working on clinical experiences with an agency BSN-prepared nurse preceptor approximately one month after boot camp and continue through all five clinical rotations. The program requires a total of 728 hours of clinical instruction. In 2003, the UWO ACCEL BSN option (ACCEL option) was fully accredited by the Commission on Collegiate Nursing Education (CCNE). The CON received a full 10-year accredit","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116455939","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":"Attrition and Retention in the Nursing Major: Understanding PERSISTENCE in Beginning Nursing Students","authors":"Margaret G. Williams","doi":"10.1043/1536-5026-31.6.362","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.362","url":null,"abstract":"ABSTRACT To meet the challenges of the ongoing nursing shortage, it is imperative to increase the retention of students enrolled in schools of nursing. This article reports on findings from a larger research study on faculty‐directed strategies to address the attrition of beginning students during the early, nonclinical phase of nursing education. Four themes that influenced students' persistence in the nursing major were uncovered during interviews: Keeping Up, Not Giving Up, Doing It, and Connecting to the use of resources. Diekelmann's concernful practices as enacted by faculty are linked to student narratives.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121598872","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":"REPORT CARD: An Evaluation of a Concept‐Based Curriculum","authors":"J. Giddens, Nancy Morton","doi":"10.1043/1536-5026-31.6.372","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.372","url":null,"abstract":"ABSTRACT This article describes the evaluation of an innovative, concept‐based baccalaureate nursing curriculum. Curriculum evaluation is an ongoing process that serves to ensure the delivery of quality education. Findings from surveys and focus groups identified strengths of the new curriculum as the conceptual approach, interactive small‐group learning activities, clinical intensives, and early patient care experiences. Issues and challenges identified in the evaluation included perceived repetition of content in the Professional Nursing concept courses, coordination of community‐based clinical experiences, a perceived need for greater age‐span, pharmacology, and pathophysiology content, and NCLEX‐RN® preparation. Curriculum revisions based on these findings are described.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133778559","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":"COLLABORATION of Nursing Faculty and College Administration in CREATING ORGANIZATIONAL CHANGE","authors":"C. Schriner, Susan Deckelman, Mary Anne Kubat, Jennifer Lenkay, Liz Nims, Debbie Sullivan","doi":"10.1043/1536-5026-31.6.381","DOIUrl":"https://doi.org/10.1043/1536-5026-31.6.381","url":null,"abstract":"ABSTRACT At schools of nursing nationwide, surging enrollments in the early 2000s necessitated changes in administrative structures and departmental organization. The authors describe a collaboration between faculty and administrators at their midwestern liberal arts college that aided a reorganization of the school of nursing. Kurt Lewin's 1951 change theory provided the framework for the restructuring, from the initial phases of data collection through implementation of the new administrative structure. The reorganization has resulted in a more efficient use of resources in the school of nursing.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133016699","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":"HeartCodeTM BLS with Voice Assisted Manikin for Teaching Nursing Students: Preliminary Results","authors":"M. Oermann, S. Kardong-Edgren, T. Odom-Maryon, Yeongmi Ha, J. McColgan, Debbie Hurd, Nancy Rogers, L. Resurreccion, C. Snelson, D. R. Kuerschner, Carol Haus, D. Smart, Jerrilee Lamar, B. Hallmark, M. N. Tennant, S. Dowdy","doi":"10.1043/1536-5026-31.5.303","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.303","url":null,"abstract":"ABSTRACT The purpose of this study was to evaluate the effectiveness of HeartCodeTM BLS, a self‐directed, computer‐based course for obtaining basic life support (BLS) certification. For part 2 of the course, students learned and practiced their cardiopulmonary resuscitation (CPR) psychomotor skills on a voice assisted manikin (VAM). Students from 10 schools of nursing were randomly assigned to two types of CPR training: HeartCode BLS with VAM or the standard, instructor‐led (IL) course with manikins that were not voice assisted; 264 students trained using HeartCode BLS and 339 had an IL course. When students passed their respective courses and were certified in BLS, their CPR skills were tested using the Laerdal PC SkillReportingtrade; System. Students who trained using HeartCode BLS and practiced their CPR skills on VAMs were significantly more accurate in their ventilations, compressions, and single‐rescuer CPR than students who had the standard, IL course with regular manikins.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2010-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125020881","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}