Robertsandresen6013
To meet the demands of a complex health care environment, nursing students need education that includes telephone triage in outpatient settings. Developing telephone triage communication skills requires the use of a different set of senses than in-person assessments. The purpose of this pilot study was to measure the effect of a telephone triage classroom simulation on prelicensure nursing students' knowledge and skills.
A simulation was developed to learn outpatient telephone triage protocols focused on lower respiratory illness. Students documented the encounter, gave a report to the provider, and completed the Simulation Effectiveness Tool-Modified.
Eighty-eight percent of students strongly agreed that learning about telephone triage and outpatient nursing was useful. Student perceptions of learning pathophysiology and teaching patients about illness scored lowest. Most students had inaccurate documentation of patient encounters.
Identified areas for curricular improvement included accurate documentation, pathophysiology, and patient teaching opportunities in outpatient telephone triage.
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Identified areas for curricular improvement included accurate documentation, pathophysiology, and patient teaching opportunities in outpatient telephone triage. [J Nurs Educ. 2021;60(6)352-355.].
Nursing students from culturally and linguistically diverse (CALD) backgrounds may require additional support for academic success.
A CALD peer-mentoring program was offered in an Accelerated Bachelor of Science in Nursing (ABSN) program. The Logic Model framework was used to plan the program.
Mentors and mentees expressed satisfaction and derived benefits from the mentoring program. They were retained in the ABSN program and all but one had on-time academic progression.
The CALD peer-mentoring program was cost effective and successful. A challenge to be addressed is the need to overcome scheduling conflicts for mentors and mentees to meet.
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The CALD peer-mentoring program was cost effective and successful. A challenge to be addressed is the need to overcome scheduling conflicts for mentors and mentees to meet. [J Nurs Educ. 2021;60(6)343-345.].
The COVID-19 pandemic necessitated sweeping changes in a neonatal nurse practitioner (NNP) program's approach to distance-accessible learning. Prioritizing student learning and safety, we developed a new alternative model for individualized simulation.
The scenario created for a student to deliver an unexpected diagnosis of trisomy 21, or Down syndrome, to a postpartum mother was redesigned to take place using web-conference technology.
We successfully transitioned the planned in-person individualized simulation for NNP students delivering an unexpected diagnosis to a web-conference environment and added nurse-midwifery (NM) students.
This simulation presented an authentic clinical situation encountered in practice, supporting the specialty-specific competencies for the NNP, NM, and core competencies for interprofessional collaborative practice. The web-conference platform is an effective strategy for simulation. Advanced practice nurses completing individualized simulation through technology are uniquely poised to leverage these skills as telemedicine increasingly influences their future clinical practice.
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This simulation presented an authentic clinical situation encountered in practice, supporting the specialty-specific competencies for the NNP, NM, and core competencies for interprofessional collaborative practice. The web-conference platform is an effective strategy for simulation. Advanced practice nurses completing individualized simulation through technology are uniquely poised to leverage these skills as telemedicine increasingly influences their future clinical practice. [J Nurs Educ. 2021;60(6)346-351.].
The intertwining of honors within collegiate nursing education can be rewarding and challenging for students. This study examined why students enroll in honors, why students persist in honors, why some students withdraw from honors, and what resources are beneficial to honors success.
An online survey was sent to 130 nursing students enrolled in an honors program at one midwestern university.
Forty-six nursing students completed the survey. Students indicated they enrolled in honors programs to attend classes with fewer students, to achieve Honors College Distinction, and to gain skills in professionalism and leadership. Reasons for withdrawal from honors included lack of time, increased workload, and added stress.
Nursing students face many challenges in successful completion of an honors program. The results from this study led to the development of
, a resource for nursing honors students at the university. read more
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Nursing students face many challenges in successful completion of an honors program. The results from this study led to the development of Honors and Nursing A Supplemental Honors Nursing Guidebook for Honors Student Success, a resource for nursing honors students at the university. [J Nurs Educ. 2021;60(6)333-336.].
As the largest health care workforce, nursing is positioned to improve the health of populations using health information technology (HIT). Nurse graduates often lack confidence using HIT in practice, specifically, the electronic health record (EHR). Nurse scholars endorse the use of an academic electronic health record (AEHR) in nursing programs to provide students a safe learning platform to build levels of confidence using an EHR.
A quality improvement project was completed to evaluate student learning outcomes, satisfaction, and sustainability of an AEHR. Using an interprofessional approach, nurse educators incorporated the Systems Life Cycle Model to adopt an AEHR in two prelicensure nursing programs.
Students' levels of confidence using an EHR in clinical settings increased markedly. Satisfaction rates for using an AEHR were high.
Integration of an AEHR in nursing education contributes to building a proficient nursing workforce confident in using HIT for health care quality.
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Integration of an AEHR in nursing education contributes to building a proficient nursing workforce confident in using HIT for health care quality. [J Nurs Educ. 2021;60(6)337-341.].
