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[J Nurs Educ. 2021;60(3)165-168.].
With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences. [J Nurs Educ. 2021;60(3)165-168.].
Nurse educators are searching for ways to deliver and evaluate the clinical judgment model (CJM) into undergraduate education to adequately prepare students for the Next Generation NCLEX project.
A game-based learning (GBL) activity, including seven postpartum hemorrhage (PPH) stations, was developed and implemented in an undergraduate nursing course. Following the design of the Minute to Win It
game show, teams of students participated in timed challenges to facilitate engagement with the CJM.
Student scores improved significantly for every aspect of the CJM applied to PPH (recognition, analysis, action, evaluation) from the pre- to posttest after using the PPH Minute to Win It. this website The teaching-learning strategy was positively received by students for the purposes of enhancing engagement and retaining knowledge.
GBL is effective for incorporating the CJM into the classroom and enhances exposure, knowledge, and retention for specific topics such as PPH. Students associate GBL with increased engagement and learning related to complex course content. [J Nurs Educ. 2021;60(3)159-164.].
GBL is effective for incorporating the CJM into the classroom and enhances exposure, knowledge, and retention for specific topics such as PPH. Students associate GBL with increased engagement and learning related to complex course content. [J Nurs Educ. 2021;60(3)159-164.].
The use of various textbook and testing options for nursing education presents opportunities and challenges for nurse educators and students. The use of computer adaptive testing enables students to study material, quiz themselves on that material, and increase their levels of content mastery. The purpose of this study was to describe the effect of one computer adaptive testing program into a course that combined pathophysiology and pharmacology in a baccalaureate prelicensure nursing program.
A retrospective correlational design was used to explore the relationships between (a) computer adaptive quizzing, (b) quiz completion, (c) mastery of content, and (d) a standardized, computer-based pathophysiology examination.
Positive correlations were found between (a) quizzes completed and mastery level (r = .605, p < .001), (b), quizzes completed and standardized test scores (r = .349, p = .020), (c) number of questions completed and mastery level (r = .636, p < .001), (d) questions completed and standardized test scores (r = .365, p = .015), and (e) higher mastery levels and standardized test scores (r = .400, p = .007).
Computer adaptive quizzing provides students with opportunities to improve content mastery and provides more experience with computer-based testing. [J Nurs Educ. 2021;60(3)155-158.].
Computer adaptive quizzing provides students with opportunities to improve content mastery and provides more experience with computer-based testing. [J Nurs Educ. 2021;60(3)155-158.].
Although African Americans represent the largest racial minority group, their nursing program success rates are lower. Understanding circumstances that lead to nursing school success may facilitate changes in educational practices that increase graduation among African American students.
A qualitative, phenomenological research study of 11 African Americans was used to understand their experiences as nursing students. Data were collected through an interview process, and Colaizzi's analysis methods and synthesis of themes were used.
Four themes were identified Resolve to Succeed, Ineffective Education Models, A Need for Support of the College Experience, and Finding African American Mentors.
Enhanced student connections via racial minority mentors and revised teaching pedagogies, including integration of classroom and clinical learning and use of case studies and simulation, may foster retention in nursing education and promote graduation. Increasing the number of practicing African American nurses may improve the care experience for African Americans. [J Nurs Educ. 2021;60(3)150-154.].
Enhanced student connections via racial minority mentors and revised teaching pedagogies, including integration of classroom and clinical learning and use of case studies and simulation, may foster retention in nursing education and promote graduation. Increasing the number of practicing African American nurses may improve the care experience for African Americans. [J Nurs Educ. 2021;60(3)150-154.].
Clinical judgment is an essential component of nursing education and a necessary skill for entry-level nurses. The use of traditional concept maps may not encourage adequate clinical judgment skills in nursing students.
Using the current NCLEX test plan, the National Council of State Boards of Nursing clinical judgment model, and the theoretical frameworks of Benner, Tanner, and Caputi, a new approach to concept mapping was developed.
Student feedback is positive, pointing to increased ability to prioritize nursing care and simplifying a significant amount of complex information and improved critical thinking and clinical judgment.
This clinical concept map increases clinical judgment by assimilating and analyzing clinical information and integrating it into the nursing process. All components are on one sheet of paper, providing students with a succinct, global picture of nursing care. [J Nurs Educ. 2021;60(3)143-149.].
This clinical concept map increases clinical judgment by assimilating and analyzing clinical information and integrating it into the nursing process. All components are on one sheet of paper, providing students with a succinct, global picture of nursing care. [J Nurs Educ. 2021;60(3)143-149.].
Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students.
A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria.
No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes.
No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments.
