Wollesenskou0510
Policies regarding GF meals and food safety certification, health service support, and financial incentives need improvement to ensure correct treatment and reduce the diseases' financial burden for celiac patients and governments.
Storytelling in nursing pedagogy is widely used and generally thought to be effective, but the mechanisms by which it is effective are unclear. This project explored whether watching a professional film affected students' knowledge, beliefs, or attitudes, and whether the extent of any change varied with the amount of narrative transportation (cognitive and emotional engagement in story) experienced.
Eighty-eight students watched the film Wit, took a knowledge pretest and posttest, and completed an instrument to measure narrative transportation. Analysis included t test, correlation, and regression.
Increases in pretest-posttest scores were significant, and a statistically significant, moderate, positive correlation between students' scores for narrative transportation and the amount of change in test scores. Narrative transportation explained significant variance in posttest scores and score change.
Narrative transportation seems to enhance learning and might be a mechanism by which learning occurs. [J Nurs Educ. 2020;59(8)470-474.].
Narrative transportation seems to enhance learning and might be a mechanism by which learning occurs. [J Nurs Educ. 2020;59(8)470-474.].
Because cannabis use in children can have negative consequences, the recent legalization of recreational cannabis for adults in Canada creates an urgent need for youth education.
A multidisciplinary clinical rotation was developed wherein nursing and pharmacy students collaborated with youth (grades 7 through 10) to construct an educational program about cannabis. Four schools participated, representing a variety of socioeconomic demographics. Feedback was solicited from students and stakeholders. The purpose of this project was to create REACH (Real Education About Cannabis and Health), a toolkit and curriculum resource that includes lesson plans for teachers covering the science of cannabis, social science implications, peer pressure, decision making and harm reduction, videos featuring youth testimonials, and supplemental resources.
Preliminary feedback suggests the materials are engaging and informative.
A collaboration of health science students with youth in schools resulted in an authentic and relatable educational program about cannabis. Future studies will evaluate REACH's effectiveness in seventh- and ninth-grade students. [J Nurs Educ. 2020;59(8)465-469.].
A collaboration of health science students with youth in schools resulted in an authentic and relatable educational program about cannabis. Future studies will evaluate REACH's effectiveness in seventh- and ninth-grade students. [J Nurs Educ. 2020;59(8)465-469.].
The purpose of our web-based, semi-virtual reality simulation was to raise baccalaureate nursing students' awareness of civility and incivility. Educators know civility in nursing is crucial to safe and effective patient care. However, nursing students have reported physiological and psychological distress after experiencing incivility. selleckchem If nurse educators are unable to better promote civility, the quality of nursing education, and ultimately nursing practice, is threatened.
We implemented an innovative civility-related, semi-virtual reality, simulation with senior-level nursing students. After attending a faculty-led discussion on the importance of civility and incivility, students participated in a web-based, semi-virtual reality simulation, followed by a synchronous debriefing session.
Students reported that the intervention raised their awareness of civility and incivility.
This article describes the intervention and shares the lessons learned in implementing it so nurse educators may replicate this innovative strategy to raise awareness of civility in nursing education. [J Nurs Educ. 2020;59(8)461-464.].
This article describes the intervention and shares the lessons learned in implementing it so nurse educators may replicate this innovative strategy to raise awareness of civility in nursing education. [J Nurs Educ. 2020;59(8)461-464.].
Student engagement is enhanced with applied learning opportunities. This study describes the experience of nurse educator students using video technology for teaching and advocacy.
Convergent mixed-methods combining narrative reflections with usability scores were used to describe the values and challenges of the applied learning experience.
Preassignment, participants focused on the value and challenges of using video technology. Postassignment, participants concentrated on the value and challenges of practicing presentation skills. Overall value of the assignment themes included enhancing student experience, streamlining content using video, and critical reviews of presentations. Overall challenges of the assignment themes included using technology, presenting, and course instruction. Usability scores averaged 2.21, demonstrating a high level of usability.
This applied learning opportunity was valuable to nurse educator student participants. Challenges with technology and creating the presentations provided the participants with opportunities for growth. Measuring reflections provided useful information for future iterations of applied learning experiences. [J Nurs Educ. 2020;59(8)457-460.].
This applied learning opportunity was valuable to nurse educator student participants. Challenges with technology and creating the presentations provided the participants with opportunities for growth. Measuring reflections provided useful information for future iterations of applied learning experiences. [J Nurs Educ. 2020;59(8)457-460.].
A Curriculum Embedded Weight Sensitivity Training program (CeWebs) was integrated into an undergraduate nursing course to improve attitudes and beliefs toward individuals with obesity.
A one-group repeated measures study was conducted to compare students' pretest and posttest attitudes and beliefs using the Attitudes Toward Obese Persons (ATOP) and Beliefs About Obese Persons (BAOP) at the beginning and end of the semester.
Comparison of pretraining and posttraining scores of 125 junior nursing students on ATOP (73.96 ± 15.02 and 84.59 ± 15.39, respectively) indicated a significant increase in scores (p < .01), which reflects more positive attitudes. Comparison of pretraining and posttraining BAOP scores (18.20 ± 6.84 and 22.22 ± 7.87, respectively) indicated a significant (p < .01) increase in scores, indicating beliefs that obesity is not controllable.
These findings suggest that embedding weight sensitivity training into undergraduate nursing curricula may improve attitudes and beliefs toward patients with obesity. [J Nurs Educ. 2020;59(8)453-456.].
These findings suggest that embedding weight sensitivity training into undergraduate nursing curricula may improve attitudes and beliefs toward patients with obesity. [J Nurs Educ. 2020;59(8)453-456.].
Symptom assessment is difficult to understand and be retained by second-year bachelor's nursing students. A flipped classroom combined with scenario simulation (FCSS) is a new potential teaching model. This study compares the teaching effect and knowledge retention between the FCSS approach and the traditional flipped classroom (FC) approach.
Second-year bachelor's nursing students were selected as research participants. One group (n = 59) adopted an FCSS approach, whereas the other group (n = 68) adopted an FC approach. We evaluated student mastery and retention of knowledge through two tests one before the next class, the other after 2 months.
Regarding knowledge mastery, the FC group had a higher score than the FCSS group both in total score (66.29 ± 15.27 versus 59.42 ± 10.76) and group learning score (46.06 ± 13.25 versus 38.47 ± 8.22) in the first test (p < .05). The retention of knowledge in the FCSS group was better than that in the FC group (p < .001), represented by the variable of test score difference before and after 2 months.
When teaching symptomatology, FCSS is helpful to enhance self-learning and improve student long-term memory. [J Nurs Educ. 2020;59(8)448-452.].
When teaching symptomatology, FCSS is helpful to enhance self-learning and improve student long-term memory. [J Nurs Educ. 2020;59(8)448-452.].
Education in the tertiary setting that is specifically focused on prevention and responding to workplace violence during clinical practice may increase nursing students' ability to respond to violence in the workplace. Kirkpatrick's model of evaluation categorizes outcomes into four levels. Educational impact provides valuable feedback to educators that may assist with development and improvement of teaching methods.
This review is based on the PRISMA guidelines for conducting a systematic review. Inclusion criteria included articles that (a) were written in the English language, (b) were peer reviewed, (c) described an educational program relating to workplace violence in an undergraduate nursing program, and (d) were published between 2000 and 2019.
Six studies met the criteria for inclusion in this review.
Simulation emerged as a learning and teaching strategy that may be effective in teaching about workplace violence. Future studies should aim to evaluate the effects of education on behavior change and transfer to practice. [J Nurs Educ. 2020;59(8)439-447.].
Simulation emerged as a learning and teaching strategy that may be effective in teaching about workplace violence. Future studies should aim to evaluate the effects of education on behavior change and transfer to practice. [J Nurs Educ. 2020;59(8)439-447.].
Social mission refers to a set of concepts and perspectives that promote health equity in health care delivery and within health professions. Little is known about social mission within the context of nursing education. This article clarifies the role of social mission in nursing education, offers current applications, and identifies future opportunities to maximize social mission within nursing to foster a more just culture of health.
A multidisciplinary advisory board of experts in nursing education convened to review pertinent literature, current case exemplars, and craft a conceptual framework of social mission in nursing education.
The resulting framework consisted of three action-oriented domains to implement social mission into nursing education board accreditation, curriculum building and faculty training, and developing institutional culture.
Successful implementation of social mission into nursing education, and subsequently the nursing workforce, offers the opportunity to further embed equity into health care. [J Nurs Educ. 2020;59(8)433-438.].
Successful implementation of social mission into nursing education, and subsequently the nursing workforce, offers the opportunity to further embed equity into health care. [J Nurs Educ. 2020;59(8)433-438.].
Structural competency is the trained ability to recognize how social, political, economic, and legal structures shape diseases and symptoms. Although structural competency has become an increasingly accepted framework for training and teaching, it usually has not addressed nursing students and has not included marginalized patients as trainers.
This article analyzes a structural competency training model for nursing students that includes five components Theory, Observations, Learning from patients, Engagement, and Research (the TOLERance model).
The TOLERance model increases the understanding of the interrelation between the individual clinical level and the sociopolitical structural level. It encourages nursing students to actively engage in social, political, and policy issues that affect their patients' health and to advocate for policy change.
The moral and professional commitment of nurses to their patients demands that they do not ignore the structural forces that are detrimental to their patients' health.
