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[J Nurs Educ. 2021;60(2)99-102.].
Older adults receiving primary care in LTC settings have a variety of health care needs, including assessment and management of acute and chronic conditions. A position statement was developed for primary care NP students and endorsed by 22 professional organizations and NP programs. [J Nurs Educ. 2021;60(2)99-102.].
This article describes using Q-methodology to evaluate changes in attitudes about research among baccalaureate nursing students conducting Q-methodology studies as part of an undergraduate honors research program.
Five senior students, who had designed Q-methodology studies, sorted 36 opinion statements about undergraduate research based on two conditions of instruction (a) according to their current attitudes, and (b) according to their beliefs before they began the honors program.
A two-factor final solution explained 70% of the variance. The Getting Ahead section of the study, associated with six sorting grids, also known as sorts, reflected positive beliefs about the professional benefits of engaging in undergraduate research. The Too Much Effort theme reflected beliefs held by three participants prior to engaging in the program.
After engaging in an undergraduate research honors program where participants designed a Q-methodology study, this group of students reported gaining intellectual and practical skills and no longer found research to be as intimidating. [J Nurs Educ. 2021;60(2)96-98.].
After engaging in an undergraduate research honors program where participants designed a Q-methodology study, this group of students reported gaining intellectual and practical skills and no longer found research to be as intimidating. [J Nurs Educ. 2021;60(2)96-98.].
Debriefing is the reflective process following the simulation experience. We aimed to compare the debriefing assessment and debriefing satisfaction perceived by nursing students who underwent different debriefing methods.
An experimental study conducted on three groups (instructor-led debriefing, peer debriefing, and combined debriefing) was performed for 177 nursing students. Differences in the debriefing satisfaction were assessed using the Clinical Experience Simulation scale, the Visual Analogue scale, and the Debriefing Assessment for Simulation in Healthcare (DASH).
VAS scores for satisfaction differed significantly between the instructor-led debriefing, peer debriefing, and combined debriefing groups. In the Clinical Experience Simulation scale, the combined debriefing group was significantly higher compared with instructor-led debriefing. The total score for DASH was significantly higher in the combined debriefing group compared with instructor-led debriefing, and in instructor-led debriefing compared with peer debriefing.
Combining debriefing after a simulation session improves the debriefing satisfaction and the perceived debriefing assessment among nursing students. [J Nurs Educ. 2021;60(2)90-95.].
Combining debriefing after a simulation session improves the debriefing satisfaction and the perceived debriefing assessment among nursing students. [J Nurs Educ. see more 2021;60(2)90-95.].
Despite recommendations put forth by the National League for Nursing to incorporate a scope of practice and develop core competencies for nurse educators, nursing education is experiencing the effects of a faculty shortage. Many schools of nursing find it necessary to hire faculty members who have limited preparation as educators. The purpose of this study was to develop critical incident videos (CIVs) and evaluate how CIVs captured common teaching challenges.
This mixed-methods study used a participatory action research approach and involved three parts an online survey, development of CIVs, and focus groups.
The survey captured challenging teaching situations that were operationalized for development of 10 CIVs. Using CIVs in focus groups revealed six key themes Role Clarification, Isolation, Teaching Communication, Teaching Learning to Learn, Teacher Development, and Usefulness.
CIVs were successful in capturing realistic teaching challenges and created opportunities for participants to use cognitive rehearsal, in the form of role-playing, to respond to these challenges. [J Nurs Educ. 2021;60(2)81-89.].
CIVs were successful in capturing realistic teaching challenges and created opportunities for participants to use cognitive rehearsal, in the form of role-playing, to respond to these challenges. [J Nurs Educ. 2021;60(2)81-89.].
This research examines the meaning of nursing professional identity development from the perspectives of both associate degree nursing students and baccalaureate degree nursing students in their final semester. It provides insight into the student's understanding of nursing professional identity and the factors students identified as supporting or detracting from it.
Participants were guided through individual interviews using semistructured interview questions and later invited to focus groups with other students to clarify and elaborate on previous comments.
Results demonstrated both groups shared many descriptions of what it means to be a nursing professional, including knowledge, caring, team-work, and integrity. Good communication, confidence, competence, critical thinking, advocacy, and leadership were concepts the participants frequently used to describe the professional nurse.
This research helps to further the understanding of this significant topic in nursing education and to serve as a basis for student activities that help foster nursing professional identity formation. [J Nurs Educ. 2021;60(2)74-80.].
This research helps to further the understanding of this significant topic in nursing education and to serve as a basis for student activities that help foster nursing professional identity formation. [J Nurs Educ. 2021;60(2)74-80.].
Concern with patient safety necessitates valid and reliable measures to evaluate clinical judgment. The purpose of this article is to describe how the Lasater Clinical Judgment Rubric (LCJR) has been used to evaluate the effectiveness of educational interventions to promote clinical judgment and its psychometric properties.
Search terms included nurse, student, clinical judgment, and Lasater Clinical Judgment Rubric in Scopus, ERIC, and CINAHL with EBSCOhost databases. The final review included 20 studies.
Researchers reported alphas for total scales as .80 to .97, subscales as .89 to .93, and students' self-scored as .81 to .82. Themes were Individual Versus Group Evaluations, Clinical Judgment Scenarios, and Adaptation for Nonobservation Activities.
Results of this review indicate that the LCJR can be used to evaluate clinical judgment, but educators need to consider inter- and intrarater reliability, individual versus group evaluation, clinical judgment scenarios, and adapting the rubric for nondirect observation activities.
