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13597nam a2200193Ia 4500 |
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NULRC |
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20250730145849.0 |
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| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
1484834 |
| 245 #0 - TITLE STATEMENT |
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| Title |
Journal of Nursing Education |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New Jersey : |
| Name of publisher, distributor, etc. |
Slack Incorporated, |
| Date of publication, distribution, etc. |
2018 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
391-452 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
28 cm. |
| 490 ## - SERIES STATEMENT |
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| Volume/sequential designation |
Journal of Nursing Education, Volume 57, Issue 7, July 2018 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
[Article Title: Managing Transitions / Amy J. Barton, p. 391-392] Abstract: In schools of nursing across the country, summer is often a time of change. ;[Article Title: Kirkpatrick's Evaluation of Simulation and Debriefing in Health Care Education: A Systematic Review / Sandra Johnston, Fiona Maree Coyer and Robyn Nash, p. 393-398] Abstract: BACKGROUND: Simulation is an integral component of health care education. Research suggests a positive relationship between simulation and learning outcomes. Kirkpatrick's framework is a four-level model based on the premise that learning resulting from training programs can be classified into four levels: reaction, learning, behavior, and results. Evaluation of educational impact provides valuable feedback to educators that may assist with development and improvement of teaching methods. METHOD: This review is based on the PRISMA guidelines for conducting a systematic review. Inclusion criteria included articles (a) written in the English language, (b) published between 2000 and 2016, (c) describing a debriefing intervention after high-fidelity patient simulation, and (d) based in health care. RESULTS: Thirteen studies met criteria for inclusion in the review. CONCLUSION: Results indicated a paucity of studies at the highest levels of evaluation, indicating an area where future research is needed to assist with the development and improvement of simulation education.;[Article Title: Constructing Writing Practices in Nursing / Kim M. Mitchell, p. 399-407] Abstract: BACKGROUND: Although the quality of student writing is often lamented by faculty, writing instruction is an area of nursing education that has received little attention. Nursing programs rarely teach writing from a disciplinary perspective, and promoting the drilling of basic skills, such as grammar, has failed to engage student writers. METHOD: A critical examination of the history of writing research, the nursing academic context, and the epistemology of writing as meaning making will provide the rationale behind a need for a new perspective on nurses' writing. RESULTS: A model to support socially constructed writing is proposed, which explores the writer's identity, relational aspects of writing, creative and emotional knowing, and the writing context. CONCLUSION: This article continues the conversation about re-visioning and enhancing the value of writing within the nursing profession. The knowledge created while writing can contribute to stimulating thinking, decision making in practice, and identity formation of nurses.;[Article Title: A Rubric to Assess Students' Clinical Reasoning When Encountering Virtual Patients / Carina Georg, Klas Karlgren, Johanna Ulfvarson, Maria Jirwe and Elisabet Welin, p. 408-415] Abstract: BACKGROUND: Training with virtual patients has been proposed as a suitable learning activity to improve clinical reasoning skills for nursing students. However, published instruments with the capacity to assess students' reasoning process in the encounter with virtual patients are lacking. METHOD: Deductive and abductive analyses were used to adapt the Lasater Clinical Judgment Rubric (LCJR) to assess nursing students' clinical reasoning skills in the encounter with virtual patients. The new rubric's ability to capture nursing students' clinical reasoning processes was tested using deductive analysis and statistical analysis. RESULTS: A grading rubric for virtual patients, the vpLCJR, was developed. Cronbach's alpha showed .892, indicating good internal consistency. CONCLUSION: The rubric vpLCJR, which deconstructs aspects of clinical reasoning for both students and faculty members, can be used to clarify expectations, assess students' clinical reasoning process, and provide feedback for learning when nursing students encounter virtual patients.;[Article Title: Programmatic Evaluation of Holistic Admissions: The Influence on Students / Julie J. Zerwic, Linda D. Scott, Linda L. McCreary and Colleen Corte, p. 416-421] Abstract: BACKGROUND: Traditional nursing admission processes may pose barriers to enhancing the diversity of the nursing workforce. Holistic admission moves beyond academic metrics to include applicants' experiences, attributes, and abilities. METHOD: Demographic and academic information was examined for students admitted to a Bachelor of Science in Nursing program before and after holistic admission implementation, and a survey was completed by students admitted in 2014 through holistic admission. RESULTS: The admission of Hispanic students significantly increased, whereas admissions of non-Hispanic White students significantly decreased. Academic metrics did not change significantly. Students rated the holistic admission process positively, with the interview rated as more valuable than the written application. Some students believed it could have a negative effect on students who were not racial or ethnic minorities. CONCLUSION: Holistic admission may increase the diversity of a nursing class; however, it should be combined with other strategies to build a diverse pipeline.;[Article Title: Exploring the Student Peer Mentor's Experience in a Nursing Peer Mentorship Program / Nadine Vandal, Katerina Leung, Lia Sanzone, Françoise Filion, Argerie Tsimicalis and Ariella Lang, p. 422-425] Abstract: BACKGROUND: The mentor's role is often underreported in the literature. Given the pivotal role peer mentors play in mentorship efforts, the current study sought to explore the experiences and perceptions of peer mentors enrolled in a university-affiliated, nursing student, peer mentorship program. METHOD: A qualitative descriptive design was conducted using purposive and snowball sampling techniques. A one-time interview was conducted with participants using a semi-structured interview guide. Inductive thematic content analysis occurred concurrently with data collection. RESULTS: Eight mentors participated revealing four major themes: Doing What I Wish Someone Had Done for Me, Initial Face-to-Face Contact Is Key, Being Thrown to the Wind, and Practicing What I Will Use as a Nurse. CONCLUSION: Aspects of self-directed learning may benefit future careers for student peer mentors. Opportunities for program enhancement include coping and communication skills for peer mentors. Future "scaled-up" evaluations are needed for ongoing quality improvements using multimethod approaches. ;[Article Title: Development and Assessment of an Interprofessional Education Simulation to Promote Collaborative Learning and Practice / Lindsay Iverson, Nancy Bredenkamp, Cathy Carrico, Susan Connelly, Kim Hawkins, Michael S. Monaghan, PharmD, BCPS, and Mark Malesker, p. 426-429] Abstract: BACKGROUND: We designed an interprofessional education (IPE) clinical simulation that paired nurse practitioner and pharmacy students. The objective was to evaluate the effect on attitudes of interprofessional collaborative learning and practice. METHOD: Perceptions were assessed using the Student Perceptions of Interprofessional Clinical Education-Revised instrument and reflection questions that assessed the simulation's effectiveness in requiring team knowledge and experience from each profession whether the experience improved individual student clinical performance, and how this team approach influenced patient outcomes. RESULTS: Students believed that working with another health profession was educationally beneficial and should be a required experience; they also believed that this collaboration improved patient outcomes and satisfaction. Responses also indicated student ambiguity about their role in interprofessional care, and that clinical rotations were not the ideal setting for first professional interactions with others. CONCLUSION: Students expressed satisfaction and increased awareness of the importance of collaboration to ensure patient safety. Increasing interprofessional education experiences prior to clinical rotations should be considered.;[Article Title: Developing a Culture of Caring and Support Through a Peer Mentorship Program / Deborah Kramer, Sandra M. Hillman and Mirian Zavala, p. 430-435] Abstract: BACKGROUND: Academic leaders are concerned about the retention rate of nursing students; peer mentoring may be one strategy for student success. Research studies on mentoring indicate the benefits of mentoring accrue for both mentors and mentees. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
METHOD: A peer voluntary mentorship program operated in coordination with an academic resource center for a decade. It included training and weekly meetings. Mentors were senior nursing students who had a minimum B+ average and faculty recommendations. All mentors kept journal logs of their time and reflections of their experience. RESULTS: Journal statements revealed that mentored nursing students felt more successful in their coursework, gained test-taking skills, and did better on examinations. Mentors gained confidence about their skills and were better prepared for the NCLEX. Mentees formed a natural support group. Mentors expressed concern about their students' success beyond the program. CONCLUSION: This program generated a culture of caring and support to the nursing students, with the understanding that they would give back to others what they had received.;Article Title: Service-Learning: Promoting Empathy Through the Point-in-Time Count of Homeless Populations / Lori T. Pierangeli and Clare M. Lenhart, p. 436-439] Abstract: BACKGROUND: An interprofessional service-learning experience, using the U.S. Department of Housing and Urban Development Point-in-Time (PIT) count of unsheltered homeless, was used as the basis of exposing nursing and public health students to those facing homelessness and housing insecurity in their community. METHOD: Learning experiences included pre- and post-PIT count training, PIT count participation, debriefings, online and in-class reflections, and discussion of poverty-related readings. Students unable to participate in the actual count presented nutrition education programs in congregate meal sites. RESULTS: Participation in the PIT count received positive student feedback and reflected development of knowledge and empathy of those experiencing homelessness and housing and food insecurity. CONCLUSION: Health professional programs can use the PIT count to expose students to individuals living in poverty, as well as provide meaningful curricular opportunities to foster a culturally competent and empathetic health services work force. ;[Article Title: Master of Science in Nursing and Doctor of Nursing Practice Clinical Curriculum Map / Terri Fowler, Ruth Conner and Whitney Smith, p. 440-445] Abstract: BACKGROUND: The development of a comprehensive and structured clinical curriculum map can outline the specific content covered throughout a nurse practitioner program and provide a method for identifying redundancy and omissions in the didactic clinical content. METHOD: A curriculum map outlining the specific clinical content covered in each didactic course in a Master of Science in Nursing and Doctor of Nursing Practice advanced practice program was created. The curriculum map incorporated accreditation standards, certification testing domains, and common primary care diagnoses. RESULTS:A curriculum map supported the development of organized, consistent, and transparent clinical didactic content across courses and the program. The curriculum map allows for frequent curriculum and course review and updates to help meet program and accreditation standards. CONCLUSION: The development and implementation of the clinical didactic curriculum map facilitates the integration of core clinical content in an organized manner that builds learning and prepares future nurse practitioners.;[Article Title: Interrater Reliability and Usability of a Nurse Anesthesia Clinical Evaluation Instrument / Mark W. Schierenbeck and John A. Murphy, p. 446-449] Abstract: BACKGROUND: No Student Registered Nurse Anesthetist (SRNA) clinical evaluation instrument (CEI) has undergone interrater reliability or usability testing, to the authors' knowledge. This project determined the interrater reliability and usability of a new SRNA CEI. METHOD: This was a prospective, mixed qualitative and quantitative, fully crossed observational design with a usability survey. SRNAs' recorded performance during simulation was evaluated by participants, who also completed a usability survey. RESULTS: Interrater reliability is high, intraclass correlation coefficient = .982, 95% CI [.884, .960], indicating strong agreement of SRNA clinical performance among participants (n = 10). Internal consistency is excellent (Cronbach's ╬▒ = .943), indicating the CEI is constructed appropriately and participants found it easy to use. CONCLUSION: This CEI may advance the aim of impartiality in the evaluation of SRNA clinical performance through an instrument that is reliable, with good construct, and ease of use. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
NURSING |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Serials |
