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NULRC |
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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 |
3-63 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 1, January 2018 |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Pursuing Improvement in Clinical Reasoning: The Integrated Clinical Education Theory -- Effectiveness of Video-Assisted Debriefing in Health Education: An Integrative Review -- Korean Nursing Students' Acquisition of Evidence-Based Practice and Critical Thinking Skills -- Burnout and Its Contributing Factors Among Midlevel Academic Nurse Leaders -- Knowledge, Attitudes, and Experience With Advance Directives Among Prelicensure Nursing Students -- Factors Influencing the Development of Cultural Competence in Undergraduate Nursing Students -- Evaluation of a Clinical Policy Learning Activity -- Examining Admission Factors Predicting Success in a Doctor of Nursing Practice Program -- Leadership Development Through Peer-Facilitated Simulation in Nursing Education -- A Comprehensive Approach to Undergraduate Nursing Students' Research Experiences. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
[Article Title: Pursuing Improvement in Clinical Reasoning: The Integrated Clinical Education Theory / Mary Ann Jessee, p. 7-13] Abstract: BACKGROUND:The link between clinical education and development of clinical reasoning is not well supported by one theoretical perspective. Learning to reason during clinical education may be best achieved in a supportive sociocultural context of nursing practice that maximizes reasoning opportunities and facilitates discourse and meaningful feedback. Prelicensure clinical education seldom incorporates these critical components and thus may fail to directly promote clinical reasoning skill. METHOD:Theoretical frameworks supporting the development of clinical reasoning during clinical education were evaluated. Analysis of strengths and gaps in each framework's support of clinical reasoning development was conducted. Commensurability of philosophical underpinnings was confirmed, and complex relationships among key concepts were elucidated. RESULTS:Six key concepts and three tenets comprise an explanatory predictive theory-the integrated clinical education theory (ICET). CONCLUSION:ICET provides critical theoretical support for inquiry and action to promote clinical education that improves development of clinical reasoning skill.;[Article Title: Effectiveness of Video-Assisted Debriefing in Health Education: An Integrative Review / Abeer Alhaj Ali and Elaine T. Miller, p. 14-20] Abstract: BACKGROUND:Debriefing is an integral component of the high-fidelity simulation experience in health education. Video-assisted debriefing (VAD) is used to structure debriefing following simulation. This review synthesizes the best available evidence about VAD compared with verbal debriefing; moreover, it reviews the effectiveness of VAD on students' learning outcomes and learners' perceptions of using VAD postsimulation sessions. METHOD:Databases included Med-line, Scopus, CINAHL, and EMBASE, and articles published between 2000 and 2016 were reviewed if they used the keywords video-assisted debriefing, HFS, debriefing and learning outcomes, and video-playback debriefing. Fourteen studies met the inclusion criteria. RESULTS:Three themes emerged: VAD Effectiveness Compared to Verbal (Oral) Debriefing, VAD Effectiveness on Learning Outcomes, and Learners' Perceptions of VAD Experience. CONCLUSION:VAD following simulation experiences compared with other debriefing modalities resulted in mixed findings related to learning outcomes in health education. More research on debriefing practices is needed that describes all key debriefing components.;[Article Title: Korean Nursing Students' Acquisition of Evidence-Based Practice and Critical Thinking Skills / Sang Suk Kim, Eun Joo Kim, Ji Young Lim, Geun Myun Kim and Hee Chong Baek, p. 21-27] Abstract: BACKGROUND:Evidence-based practice (EBP) is essential for enhancing nurses' quality of care. We identified Korean nursing students' practices, attitudes, and knowledge concerning EBP, as well as their critical thinking disposition (CTD). METHOD:The EBP Questionnaire (EBPQ) was administered to a convenience sample of 266 nursing students recruited from four nursing schools in Seoul and its metropolitan area. RESULTS:Average EBPQ and CTD total scores were 4.69 ± 0.64 and 3.56 ± 0.32, respectively. Students who were ages ⩾23 years, male, and satisfied with their major demonstrated higher EBPQ and CTD scores. EBPQ scores were significantly correlated with CTD scores (r = .459, p < .01), and CTD was an explanatory factor of EBP (adjusted R2 = 0.200). CONCLUSION:It is necessary to develop comprehensive teaching strategies to help nursing students improve their CTD and information utilization skills, as well as integrate EBP in undergraduate programs to enhance nurses' EBP abilities.;[Article Title: Burnout and Its Contributing Factors Among Midlevel Academic Nurse Leaders / Linda Flynn and Pamela M. Ironside, p. 28-34] Abstract: BACKGROUND:Amid concerns regarding administrator shortages, a survey conducted by the American Association of Colleges of Nursing indicates that 10% of all vacant faculty positions are those that include administrative responsibilities. This study was designed to determine the frequency, predictors, and potential retention consequences of burnout among midlevel academic nurse leaders, such as assistant deans, associate deans, and others. METHOD:The sample consisted of 146 midlevel academic nurse leaders from 29 schools of nursing. Burnout was measured by the emotional exhaustion subscale of the Maslach Burnout Inventory. Logistic regression models were estimated to determine effects of study variables on burnout and intent to leave. RESULTS:Dissatisfaction with workload, dissatisfaction with work-life balance, and hours typically worked per week increased odds of burnout. Burnout was associated with intent to leave. CONCLUSION:High workloads and long work weeks are increasing the odds of burnout among midlevel academic nurse leaders.;[Article Title: Knowledge, Attitudes, and Experience With Advance Directives Among Prelicensure Nursing Students / Tracy P. George, Claire DeCristofaro, Pamela F. Murphy and Corey R. Remle, p. 35-39] Abstract: BACKGROUND:End-of-life decision making can be distressing for nursing students, and the purpose of this investigation was to assess undergraduate nursing students' knowledge, attitudes, and experiences with advance directives. METHOD:One hundred sixty-six Bachelor of Science in Nursing students at four different program levels were surveyed about their knowledge, personal and professional experience, and personal and professional attitudes regarding advance directives. RESULTS:There was a statistically significant progression of knowledge from the junior 1 to the senior 2 semesters. In addition, there was a statistically significant difference in personal attitudes about advance directives by progressive semesters, in personal and professional attitudes between White/Caucasian and Black/African American students, and in knowledge of advance directives and professional attitudes between students 18 to 25 years old and those 26 years and older. CONCLUSION:It is important that nursing students are exposed to advance directives in the prelicensure curriculum to prepare them for their role as professional nurses.;[Article Title: Factors Influencing the Development of Cultural Competence in Undergraduate Nursing Students / Hsiu-Chin Chen, Francine Jensen, Gary Measom, Sean Bennett, Nyree Dawn Nichols, Linda Wiggins and Adam Anderton, p. 40-43] Abstract: BACKGROUND:The study purposes were to assess the cultural competence level and to identify factors that influence the development of cultural competence in undergraduate nursing students. METHOD:This quantitative study using a comparative and predictive design was conducted to recruit 106 undergraduate nursing students from a university by sending e-mails to all randomly selected Associate in Science in Nursing and RN-to-Bachelor of Science in Nursing students for participation. Each student participated voluntarily to self-administer a demographic survey and the Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV©). RESULTS:The summated score of 20 questions of the IAPCC-SV among the participating students was 61.70, indicating a culturally competent level. Approximately 51% of the variation in the cultural competence level could be attributed to the predictor of cultural encounters. The second strongest predictor was the cultural knowledge. CONCLUSION:Further research should focus on identifying cost-effective teaching and learning strategies using the concept of cultural encounters and cultural knowledge to increase students' exposures to individuals from other cultures.;[Article Title: Evaluation of a Clinical Policy Learning Activity / Suchawadee Yimmee, Julie Fitzwater, Patrice A. O'Donovan and Vivian Tong, p. 44-48] Abstract: BACKGROUND:Student groups compare evidence-based practice (EBP) to actual practice defined by hospital policies in their clinical rotation sites. This article describes a pilot study evaluating this clinical learning activity. METHOD:Student and faculty surveys were developed and piloted. Purposive sampling with the surveys produced qualitative data and basic statistics to evaluate the learning activity. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
RESULTS:This study suggests that students' satisfaction with the clinical learning activity was generally positive. Three themes emerged, including Relevance to Clinical Practice, Course Outcomes Met, and Reinforcement of Evidence-Based Practice. Faculty surveys showed this learning activity was a useful tool for students to learn and utilize EBP. CONCLUSION:The learning activity is an effective learning and teaching strategy. Collaboration among nursing students, faculty, librarian, and nurses enhanced students' understanding of evidence related to policies in nursing practice and create a meaningful experience. Further work will focus on validation of the surveys.;[Article Title: Examining Admission Factors Predicting Success in a Doctor of Nursing Practice Program / Constance Creech, Denise Cooper, Christina Aplin-Kalisz, Gary Maynard and Sara Baker, p. 49-52] Abstract: BACKGROUND:Graduate nursing programs are challenged to select students who are likely to succeed and who add to nursing workforce diversity. METHOD:For this retrospective study, researchers examined 5 years of admission and retention data from a 4-year Bachelor-to-Doctor of Nursing Practice (DNP) program (n=144) at a large public midwestern university. Using a multinomial logistic regression analysis, four factors were examined to determine which predicted student success, delayed success, or failure: last 60-credit grade point average (GPA), admission essay score, average recommendation letter score, and demographic data (i.e., race, age, gender). RESULTS:GPA, age, and race were found to be significant predictors of student outcomes in this program. Writing and recommendation scores and gender did not predict student outcomes. CONCLUSION:DNP admission committees should consider the weight given to the GPA in their admission formulas and be prepared to work with retention committees to support older and minority students.;[Article Title: Leadership Development Through Peer-Facilitated Simulation in Nursing Education / Karen M. Brown and Jennifer L. Rode, p. 53-57] Abstract: BACKGROUND:Baccalaureate nursing graduates must possess leadership skills, yet few opportunities exist to cultivate leadership abilities in a clinical environment. Peer-facilitated learning may increase the leadership skills of competence, self-confidence, self-reflection, and role modeling. Facilitating human patient simulation provides opportunities to develop leadership skills. METHOD:With faculty supervision, senior baccalaureate students led small-group simulation experiences with sophomore and junior peers and then conducted subsequent debriefings. Quantitative and qualitative descriptive data allowed evaluation of students' satisfaction with this teaching innovation and whether the experience affected students' desire to take on leadership roles. RESULTS:Students expressed satisfaction with the peer-facilitated simulation experience and confidence in mastering the content while developing necessary skills for practice. CONCLUSION:Peer-facilitated simulation provides an opportunity for leadership development and learning. Study results can inform the development of nursing curricula to best develop the leadership skills of nursing students. ;[Article Title: A Comprehensive Approach to Undergraduate Nursing Students' Research Experiences / Bethany M. Coyne, Christine Kennedy, Abigail Self and Linda Bullock, p. 58-62] Abstract: BACKGROUND:As the demands for high-quality nursing care increase and organizations are held accountable for patient outcomes, health care must be driven by research and evidence-based practice (EBP). Historically, prelicensure nursing students have expressed little interest in these topics as they focus on establishing the clinical skills necessary to provide care and have found that courses on nursing research are not clinically relevant. METHOD:This article presents one institution's approach to undergraduate nursing research education by three initiatives: (a) a summer research program, (b) a distinguished major program, and (c) an EBP approach in the undergraduate nursing research course. RESULTS:The results of these initiatives have demonstrated positive outcomes in three areas: practice improvements, knowledge dissemination, and student interest in research and further professional development. CONCLUSION:These programs have proven to be clinically beneficial, while increasing student interest in research and further nursing education. |
| 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 |
