Nursing Education Perspective最新文献

{"title":"A PEER MENTOR TUTOR PROGRAM for Academic Success in Nursing","authors":"E. Robinson, L. Niemer","doi":"10.1043/1536-5026-31.5.286","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.286","url":null,"abstract":"ABSTRACT Due to the difficult and rigorous nature of nursing education, student retention and attrition are major concerns for faculty. This article describes the implementation and outcomes of a peer‐based mentor tutor program (PMTP) for at‐risk students in a traditional baccalaureate program. Funding was obtained to provide scholarship incentives for student participants and cover costs of training and materials. Criteria were determined for the selection of student mentors‐tutors and the identification of at‐risk students. Interventions consisted of weekly PMTP sessions offered for the first four semesters of nursing courses. Course grades were used to determine outcome differences between control and intervention groups. Students in the intervention group were found to score significantly higher than the control group on both summative and final grades.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"67 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":"132550633","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":"PRACTICAL CONSIDERATIONS in Establishing Sustainable International Nursing Experiences","authors":"R. J. Memmott, C. Coverston, B. Heise, M. Williams, Erin D. Maughan, J. Kohl, S. Palmer","doi":"10.1043/1536-5026-31.5.298","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.298","url":null,"abstract":"ABSTRACT An understanding of global health and the development of cultural competence are important outcomes of today's baccalaureate nursing programs. Thoughtfully designed international experiences can provide excellent opportunities to achieve those outcomes. Based on 16 years of providing international experiences within a baccalaureate curriculum, components are identified that contribute to the development of a sustainable international program. Areas addressed in the article are evaluating the fit with university and college mission, establishing the program within the university operational structure, selecting faculty and students, developing sites, designing a course, and program evaluation.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"31 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":"130191700","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":"Academic and Clinical Immersion in an ACCELERATED Nursing Program to Foster Learning in the Adult Student","authors":"L. M. Caldwell, L. Tenofsky, Andelinor Nugent","doi":"10.1043/1536-5026-31.5.294","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.294","url":null,"abstract":"ABSTRACT Second‐degree accelerated nursing programs provide an expedited pathway to enter the nursing profession. Most students in such programs are adult learners with high expectations for their own performance and equally high expectations for the curriculum of the chosen program. Clinical and academic immersions are curriculum strategies that are particularly suited to the adult learner in a second‐degree accelerated program. This article discusses the development of an accelerated program, with a focus on the intended and unexpected challenges and outcomes associated with planning and implementing immersion learning for academic and clinical experiences. Content linkage as a teaching strategy is also described. The immersion year enhances collaboration and socialization among students, faculty, and staff nurses.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"21 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":"126697273","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":"Immersive Virtual Reality Simulations in Nursing Education","authors":"C. Kilmon, L. Brown, Sumit Ghosh, A. Mikitiuk","doi":"10.1043/1536-5026-31.5.314","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.314","url":null,"abstract":"ABSTRACT This article explores immersive virtual reality as a potential educational strategy for nursing education and describes an immersive learning experience now being developed for nurses. This pioneering project is a virtual reality application targeting speed and accuracy of nurse response in emergency situations requiring cardiopulmonary resuscitation. Other potential uses and implications for the development of virtual reality learning programs are discussed.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"36 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":"123520805","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 an Honors Program to Engage Undergraduate Students in Research","authors":"Deb Stanford, M. Shattell","doi":"10.1043/1536-5026-31.5.325","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.325","url":null,"abstract":"UNIVERSITY HONORS PROGRAMS ATTRACT ACADEMICALLY STRONG, MOTIVATED STUDENTS WHO SEEK THE CHALLENGES OF A RIGOROUS PROGRAM OF STUDY AND ARE STRIVING TO MAXIMIZE THEIR POTENTIAL. The benefits of honors involvement are great. Along with the recognition students receive, honors work offers a sense of community; specialized advising for scholarships, fellowships, and internships; priority course registration; extracurricular events and activities; potential international experiences; private library study carrels; and creative enrichment activities and research. Class sizes are smaller and students work one-on-one with faculty in their majors, all at no extra cost. Undergraduate honors programs are one of three research enrichment models explored by Vessey and DeMarco (2008), who specifically reviewed the literature and websites of nursing honors programs and found that all \"are developed to foster creativity and intellectual curiosity in high-achieving students\" (p. 359). The University of North Carolina at Greensboro, where we are employed, is home of the Lloyd International Honors College (LIHC). For incoming freshmen, a high school grade point average (GPA) of 3.8 is required for admission to the LIHC; for current students, a GPA of 3.3 is required. Acceptance enables students to register for honors courses that emphasize advanced and independent course work toward a deeper understanding of course material. Achieving this goal means more research, more writing, and more hands-on practical work than standard course work. Disciplinary honors work (in the student's discipline or major), completed during the junior and senior years, requires a minimum of nine credit hours of course work in the major, as well as a three-credit-hour senior honors project. In the junior year, honors students often complete a course enrichment activity, including presentation of the activity to faculty and class mates. As seniors, they engage in independent study or an undergraduate research assistantship. Each school or college in the university has a faculty liaison to the LIHC, who is the school's contact for all student inquiries about combining honors work with the chosen major. The faculty liaison also assists and advises students at all levels, from those seeking information about honors to seniors almost ready to graduate. Honors liaisons are familiar with the specific requirements of the program; they are also aware of fellow faculty members' interests and know which faculty are willing and able to work with undergraduate students. Finding an Area of Interest Approximately half of all prenursing students who apply in the spring to the clinical nursing program are selected to start the program in the fall. After they learn of their acceptance during spring break, students are invited to an \"honors informational invitational,\" where current honors students share their work (presentation practice), and details of the honors college are presented. Some students know t","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"28 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":"126795906","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":"Back to School: What's in Your Students' Backpacks?","authors":"D. Skiba","doi":"10.1043/1536-5026-31.5.318","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.318","url":null,"abstract":"RECENT ARTICLE IN USA TODAY (MARKLEIN, 2010) ASKS: Can college students learn as well on iPads, e-books? The question got me thinking. Am I prepared for the challenges of the new school year? Are faculty in bricks-and-mortar and online classrooms prepared for the arrival of incoming students? In particular, what new tools and technologies will students be bringing to campus or to the educational experience? How must we, as faculty, prepare for the newest demands by our incoming students? If we scan the web, we will find a host of blogs and articles about back-to-school technologies. Dan Millman's blog on Computerworld (http://blogs .computerworld.com/16697/tips_for_ back to school_technology_shopping) mentions that many students are deciding on whether or not to purchase an iPad or, perhaps, a netbook. On the Helium website (www.helium.com/items/1916028back-to-school-technology-tools-for- 2010), Jefe Nubarron reports that 2010 was a record year for technology gadgets: \"Apple has been dominating device news in 2010, first with the launch of their iPad in April, and again with their iPhone 4 in June. Both devices are worthy of consideration.\" Nubarron adds that the tech-savvy student will select a smartphone as an alternative to a laptop. Smartphones, such as the iPhone and Android, will become more common. Let's look at the numbers. Apple reported that, as of April 2010 (http://techcrunch.com/2010/04/08/ apple-has-sold-450000-ipads-50-millioniphones-to-date/), 450,000 iPads had been sold, along with 50 million iPhones and 35 million iPod Touches. As for the rest of the smartphone market, sales were up, with a total of 61.6 million units sold (Cheng, 2010). Now that we have the overall market numbers, what can we say about college students and their computer ownership? To answer this question, let's examine findings from the ECAR study of undergraduates for 2009 (Smith, Salaway, & Caruso, 2009). Although this study is a year old, the data will aid in our predictions for 2010. First, some 98 percent of undergraduates owned some type of computer. Second, over 50 percent owned Internet mobile devices, with more than half of these users accessing the Internet on a daily basis. Third, social networking increased across all age groups. Given students' use of social networking sites, greater use of mobile devices is clearly a trend for the upcoming academic year. In a 2009 study (Schaffhauser, 2010), 76 percent of college students stated that having wireless networks on campus (needed for the use of mobile devices or m-learning) was extremely important, compared with 50 percent the previous year. How can we translate these trends for nursing students? A quick trip to the ITunes Store demonstrated to my satisfaction that there are well over 2,500 medical applications (apps) available for the iPhone. There are probably more, but I got tired reading the 150 apps per page and gave up at the 15th page. About 300 apps are directly labeled for nursing, but the t","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"9 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":"115179686","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":"A CONSTRUCTIVIST MODEL for Teaching Evidence‐Based Practice","authors":"M. Rolloff","doi":"10.1043/1536-5026-31.5.290","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.290","url":null,"abstract":"ABSTRACT The Institute of Medicine has reported that it takes roughly 17 years for evidence generated through research to move into clinical practice. Bridging that gap is an urgent need and will require educators to rethink how nurses are prepared for evidence‐based practice. The constructivist theory for learning — in which it is assumed that students construct knowledge and meaning for themselves as they learn — may provide a framework for a redesigned baccalaureate curriculum, one that supports evidence‐based practice throughout a nursing student's education.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"21 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":"131852550","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":"Cultural Competency of GRADUATING BSN NURSING STUDENTS","authors":"S. Kardong-Edgren, C. Cason, M. Brennan, E. Reifsnider, F. Hummel, M. Mancini, Carolyn Griffin","doi":"10.1043/1536-5026-31.5.278","DOIUrl":"https://doi.org/10.1043/1536-5026-31.5.278","url":null,"abstract":"ABSTRACT Providing culturally appropriate care is an essential nursing competency for new graduates. Multiple curricular approaches are being used to achieve this end. When measured by Campinha‐Bacote's Inventory for Assessing the Process of Cultural Competency Among Healthcare Professionals‐R®, graduating students (n = 515) from six different BSN programs scored, on average, in the culturally aware range. These results suggest that no one curricular approach is proving to be more effective than another in achieving essential cultural competency.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"65 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":"134484126","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":"Enhancing National Capacity to Conduct Child and Family Disaster Mental Health Research","authors":"B. Pfefferbaum, C. Maida, A. Steinberg, R. Beaton, R. Pynoos, J. Fairbank, M. Brymer, A. Kurklinsky","doi":"10.1043/1536-5026-31.4.237","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.237","url":null,"abstract":"ABSTRACT A substantial number of children and families experience emotional difficulties in the aftermath of disasters and terrorist events. Only recently has training in disaster preparedness and response been systematically incorporated into the curricula of mental health disciplines. The goal of the Child & Family Disaster Research Training & Education Program is to enhance the nation's capacity and infrastructure needed to conduct rigorous disaster mental health research on children and families. This article describes the creation and training of 10 specialized research teams, curriculum development, implementation of the program, and progress to date as well as lessons learned and challenges to sustainability.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"6 1 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":"115830809","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":"Nursing Students' Reading and English Aptitudes and Their Relationship to Discipline‐Specific Formal Writing Ability: A Descriptive Correlational Study","authors":"S. Newton, G. Moore","doi":"10.1043/1536-5026-31.4.221","DOIUrl":"https://doi.org/10.1043/1536-5026-31.4.221","url":null,"abstract":"ABSTRACT Formal writing assignments are commonly used in nursing education to develop students' critical thinking skills, as well as to enhance their communication abilities. However, writing apprehension is a common phenomenon among nursing students. It has been suggested that reading and English aptitudes are related to formal writing ability, yet neither the reading nor the English aptitudes of undergraduate nursing students have been described in the literature, and the relationships that reading and English aptitude have with formal writing ability have not been explored. The purpose of this descriptive correlational study was to describe writing apprehension and to assess the relationships among reading and English aptitude and discipline‐specific formal writing ability among undergraduate nursing students. The study sample consisted of 146 sophomores from one baccalaureate nursing program. The results indicated that both reading and English aptitude were related to students' formal writing ability.","PeriodicalId":153271,"journal":{"name":"Nursing Education Perspective","volume":"35 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":"125809323","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}