Malloypape6989

BACKGROUND In simulation nursing education, learning occurs through certain debriefing activities. A learning strategy considering the perceptions of learners participating in video-facilitated debriefing (VFD), a key component of simulation-based learning, is highly likely to be an effective debriefing method. PURPOSE This study aimed to identify the patterns of nursing students' perceptions of VFD after simulation. METHODS Q-methodology was utilized to explore subjective perceptions regarding VFD among nursing students. A sample of 39 participants, who had simulation and debriefing experience, at a college of nursing in Seoul, Korea was recruited to participate in the study, and they classified 45 selected Q-samples into a nine-point normal distribution grid. Analysis for collected data was used a PC-QUANL program. WM-8014 manufacturer RESULTS Three patterns emerged as nursing students' perceptions of VFD in simulation education positive immersion, reluctant traditionalist, and support seeker, which explained 59.5% of the total variance 46.7%, 7.7%, and 5.1%, respectively. CONCLUSIONS To conduct a successful debriefing in nursing education, these different perceptions of VFD should be considered by nursing faculty and educators. The findings of this study that identify the perceptions of nursing students on participating in debriefing can be used for establishing effective debriefing teaching strategies in simulation-based learning. The achievement of health equity requires the expansion of nursing roles to include assessing burdens of disease, practicing cultural humility, implementing prevention strategies, and developing partnerships. In 2017, deans and directors of schools and programs of nursing in Washington State came together to commit to the integration of population health concepts and social determinants of health into all areas of nursing curricula. Through online communications and in-person meetings, facilitated in part by the authors of this paper, and with subcommittee representation from several baccalaureate nursing programs, Washington State academic nursing leaders identified new strategies to increase faculty awareness of population health and how to inspire related curricular changes to their programs. This Washington-wide initiative resulted in a white paper that was formally endorsed by 38 deans and directors representing all 14 baccalaureate and higher degree nursing programs in the state. BACKGROUND Although an evidence-based practice course (EBP) is taught in most undergraduate nursing programs, timeworn teaching strategies of lecture, discussions, and narrative written assignments are typically used. PROBLEM The current online EBP course in an RN-BSN program was initially developed with low level objectives and included busywork that did not provide students with an opportunity to apply the seven steps of the EBP process. APPROACH Revision of the EBP course incorporated authentic teaching/learning methods, in which active learning was required since students actually worked through the seven steps of the EBP process; first through small group online discussions and then through individually crafted assignments. The project was not implemented since it was based on a realistic but fictitious clinical scenario that was used throughout the various steps. Each step began with all students working from the same information or data, which helped to focus on learning the EBP process itself. CONCLUSIONS Students reported decreased stress by first working collaboratively in groups where they received support from faculty and classmates, then completing individual assignments. Faculty were in turn given support when giving feedback and grading assignments by using completed templates and reference lists that were provided for them. Students also demonstrated better preparation to develop and implement their own EBP projects in their capstone course. Nurse researchers-in-training learn that traditional research methods aligning with the positivist paradigm are suitable for evaluating the effects of clinical interventions. Preferred research methods (such as the randomized controlled trial) are based on assumptions that linear cause-and-effect relationships are discoverable through careful manipulation of variables under controlled conditions. Yet clinical intervention trials in practice are much more often done in environments which are in constant states of flux, with dynamic and unpredictable variables rather than settings where uniformity and control are routine. Graduate nursing programs should expose students with interests in clinical research to methods that will enable them to make sense of how to evaluate clinical interventions in real world conditions. In this paper, we discuss the relevance of concepts from the field of Complexity Science-with a focus on Complex Adaptive Systems-to clinical research and examine their potential value to guide nursing research that informs evidence-based nursing interventions. We argue that the introduction of these concepts into graduate nursing curricula is fundamental to the preparation of future nurse scientists who will address the complex healthcare problems of this century. BACKGROUND Increasing the diversity of the nursing workforce is a high priority for addressing the nursing shortage and for developing a workforce capable of meeting the cultural needs of an increasingly diverse population. The purpose of this study was to identify student perspectives on the (1) influence of family, friends and others on nursing as a career choice and (2) optimal recruitment strategies to enhance diversity in schools of nursing. METHOD Twenty-two diverse, underrepresented baccalaureate nursing students (including underrepresented ethnic minorities, economically disadvantaged students, and men) participated in two focus groups. Applied thematic analysis was used to organize the data and identify major themes. RESULTS Participants perceptions involved two major thematic areas (a) misconceptions of nursing, and (b) closing the gap, which had two sub-themes facilitating support and encouragement and marketing nursing to younger groups. Recommendations for recruitment strategies included providing applicants information to overcome myths and stereotypes about nursing, incorporating family members and friends into the recruitment process, highlighting nursing as a STEM field grounded in science and evidence-based practice, and engaging in outreach to educate elementary, middle, and high school students about the nursing profession. CONCLUSION Findings provide direction for developing programming and collaborations to enhance recruitment of underrepresented students to nursing. BACKGROUND Engaging graduate students in the research process is often challenging. Making research real requires more innovation than lecture alone. PURPOSE This project is a new curricular approach to Nursing Research, where graduate students collectively engage in the entire research process, from project conception through dissemination. METHODS The Seven Principles of Good Practice framework was utilized to structure this innovative teaching strategy. Graduate students work together over the course of four semesters with the same faculty member guiding their research study. There are six major components to this innovative curriculum approach student driven research idea, proposal writing, IRB application process, data collection, data analysis, and dissemination. RESULTS Student enthusiasm was consistent across all five research projects to date. Students report they have been challenged by the experience but also enjoyed it. The group research project turned something that seemed intimidating into something accomplishable. Students spoke to the idea that through the process of mentoring and collaboration, they gained the needed skills and confidence to embrace their own research agendas. CONCLUSION Developing and maintaining a student research innovation creates an enriched environment for instilling the passion and practical experience of being a nurse researcher. BACKGROUND Nurse researchers need skills to secure external funding; therefore, we created a grant writing workshop for PhD students focused on the F31 Individual Fellowship and R36 Dissertation Grant. PURPOSE Describe a nursing PhD program federal grant writing workshop and present participant impressions and outcomes. METHODS We designed a three half-day workshop covering essential aspects of grant writing combined with mentor participation and follow-up. We assessed participant satisfaction in evaluations, subsequent grant submissions, project implementation, and time from PhD program entry to completion. FINDINGS Evaluations were overwhelmingly positive. Seventeen of 29 (58.6%) participants submitted 21 applications; five (23.8%) were funded. The majority (75.0%) conducted the proposed dissertation project regardless of funding. Writing and submitting a grant did not increase time to program completion. DISCUSSION The workshop efficiently supports PhD students' dissertation research. Timing and mentor participation are key for success. We recommend schools of nursing implement PhD program grant writing workshops. Over the last few decades, a surge in academic programs developed and offered through distance education has occurred. Educators have embraced course work and programs delivered through asynchronous online formats. The University of South Carolina College of Nursing designed a plan to assure online courses and course components would meet all federal, state and university mandates for materials to be accessible to all students, including those with disabilities. This effort assured that all courses met the Quality Matters standards for online excellence. The authors identified challenges involved, technologies that could facilitate this process, and a step-by-step plan and process which provided the positive outcome. Social media use and professional boundaries are growing challenges for nurse educators. The current undergraduate nursing student population is a technology savvy generation that enjoys the constant stimulation and social connections created by social media. Professional standards in nursing are dictated by the ANA's Code of Ethics, and educators are responsible for instilling professional values into impressionable nursing students. Professional boundaries have become blurred with increased use of social media as students struggle to differentiate between personal and professional identities. Increased exposure to professional expectations along with clearly defined policies and procedures regarding social media use can foster the development of an ethical conscience in students that can be carried into future practice. The establishment of clear professional boundaries upon entry into nursing programs can support safe use of social media and promote a positive image for the future of the nursing profession. With over 4 million nurses in the United States and an ever changing health care environment, undergraduate nursing faculty must consider proactively educating students on essential principles of innovation within the core curriculum. New nurses must be prepared to identify and facilitate innovations to enhance patient and populations outcomes. The purpose of this paper is to describe an approach to prepare the next generation of registered nurses to be innovators and change agents through a Health Care Innovation Program within an undergraduate nursing program. The paper describes the importance of innovations within nursing and provides details on the curriculum and approach used to incorporate health care innovations content and application. Examples of health care innovation student projects are provided. An evaluation of the program after three years of implementation assessed graduates' use of taught innovation principles and their own innovative behaviors. The majority of graduates described using innovation principles taught in the Program and scored high on innovation self-efficacy.