Axelsenconrad9095
3% of the variance.
The results indicate the importance of information literacy skills and positive attitudes to EBP, as well as of intrinsic academic motivation, for enhancing future implementation of EBP among nursing students.
The results indicate the importance of information literacy skills and positive attitudes to EBP, as well as of intrinsic academic motivation, for enhancing future implementation of EBP among nursing students.
New Careers In Nursing (NCIN) data analysis results were used to inform the development of The Bridge to Nursing Success Program (Bridge). NCIN data revealed that participation in a pre-entry immersion program (PIP) was associated with higher rates of retention and graduation.
The purpose of this article is to 1). describe the findings of the NCIN Scholarship Program in relation to pre-entry immersion (PIP) programs. 2). Discuss and report the development of The Bridge to Nursing Success Program 3). Report results of the Bridgeto Nursing Success Program.
The Bridge to Nursing Success Program (Bridge Program) was developed based on NCIN findings. Two Bridge cohorts (N=44) of accelerated nursing students participated in a nine-day pre-immersion program (PIP) that included face to face classes and discussions. Post program surveys were administered to assess helpfulness of program content.
Student evaluations revealed an overwhelmingly positive response to the program. Both Bridge participants and non-Bridge participants performed equally through the first semester. Students who participated in the Bridge Program were less likely to fail a course in the first semester, and Bridge participants were six times more likely to be successful in the pathophysiology course.
The study provides an evidence-based PIP model that offers academic support and coping strategies prior to an accelerated nursing program. Long-term follow up of the participating cohorts may reveal whether there is a relationship to this PIP program and persistence through to graduation.
The study provides an evidence-based PIP model that offers academic support and coping strategies prior to an accelerated nursing program. Long-term follow up of the participating cohorts may reveal whether there is a relationship to this PIP program and persistence through to graduation.Nurse practitioner (NP) faculty have not fully used data collected in NP clinical education for data mining. With current advances in database technology including data storage and computing power, NP faculty have an opportunity to data mine enormous amounts of clinical data documented by NP students in electronic clinical management systems. The purpose of this project was to examine the use of big data and data mining from NP clinical education and to establish a foundation for competency-based education. Using a data mining knowledge discovery process, faculty are able to gain increased understanding of clinical practicum experiences to inform competency-based NP education and the use of entrusted professional activities for the future.
Peer learning has enabled undergraduate nursing students to develop competence and clinical skills. It is rare to find quantitative studies examining the effect of peer learning on professional competence development among undergraduate nursing students comprehensively.
To examine the effect of peer learning on professional competence development among Indonesian undergraduate nursing students.
A quasi-experimental study with non-equivalent control group pre-test post-test design.
Convenience sampling was used to recruit participants. Seventy-five students completed the study (37 in the intervention group and 38 in the control group).
The intervention group received the peer learning program, while the control group received conventional learning during clinical practice. The Nurse Professional Competence (NPC) was used to collect data at pre-test and post-test measurement. Data were analysed using descriptive and inferential statistics.
Professional competence had significantly increased in the intervention group. A significant interaction effect of time (pre-test and post-test) and group on professional competence development was also found. The effect of peer learning on professional competence development was significantly greater than the conventional method.
Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. find more It is recommended for nurse educators to consider implementing peer learning during clinical education.
Peer learning was demonstrated as an innovative learning method to develop professional competence during clinical practice among Indonesian undergraduate nursing students. It is recommended for nurse educators to consider implementing peer learning during clinical education.
Unlike many other disciplines, academic nurse leaders are challenged with multiple expectations. The many vacancies in these positions indicate that further study on this phenomenon is needed to disclose aspects of their roles.
The purpose of this study is to describe the factors that influence academic nurse leaders' role attainment and fulfillment.
Analysis of 18 interviews with nurse deans, directors, and chairpersons was performed with grounded theory methodology.
Personality traits such as having a "skillset" and a "sense of calling" positively affected the nurse leader's role attainment and fulfillment. Other outside factors that affected role fulfillment were "experiencing a variety of relationships", "seeing positive change", "enjoying creative freedom", "experiencing professional growth" and "having support from administration". Some negative themes that resulted in a lack of fulfillment were "feeling overwhelmed with the number of hours and duties", "being coerced into the role", the "faculty shortage" and a "lack of mentorship".
By disclosing aspects of fulfillment and the academic nurse leader role, recruitment and retention within academic leadership will be affected.
By disclosing aspects of fulfillment and the academic nurse leader role, recruitment and retention within academic leadership will be affected.
