Journal of Nursing Education

Includes bibliographical references.

[Article Title: What's in a Name? Revisiting Pilot Studies in Nursing Education Research / Darrell R. Spurlock Jr., p. 457-459] Abstract: Pilot studies are a commonly described type of study in the nursing education literature. Although nursing education researchers continue to label small, single-site, hypothesis-driven studies as pilot studies, the consensus in other fields as to what constitutes a pilot study has changed over time to focus more narrowly on issues of feasibility and acceptability of study interventions and interactions. Nursing education researchers are encouraged to adopt more modern definitions of pilot studies that substantially reduce (or eliminate) the focus on inferential statistical testing while increasing the focus on practical and procedural aspects of study design and implementation. This article highlights the historical evolution of the term pilot study and provides researchers with suggestions about the purpose and focus of pilot studies that support development of the science of nursing education.;[Article Title: Everyday Ethical Comportment: An Evolutionary Concept Analysis / Joshua Hardin, p. 460-468] Abstract: BACKGROUND:The formation of everyday ethical comportment is an essential part of nursing education in the 21st century, but the concept is more abstract and confusing than the dominant bioethical models frequently used in nursing education. METHOD:The purpose of this analysis is to explore the concept of everyday ethical comportment and determine whether the concept remains viable for nursing as a discipline. Rodgers' method of evolutionary concept analysis guided a systematic literature review. Following PRISMA guidelines, 32 articles containing the keywords everyday ethical comportment were identified, and 20 are included in this study. RESULTS:The analysis identified four critical attributes of everyday ethical comportment (embodiment, skilled relational know-how, caring, and salience). The concept's surrogate and related terms, antecedents, and consequences were also identified. CONCLUSION:Everyday ethical comportment is underrepresented in the literature. Although it remains viable for nursing as a discipline, the concept's future sustainability is questionable. ;[Article Title: Outcomes of a Critical Care Hospital-Based Fellowship for Senior Nursing Students / Vicki Moran, Rose Hansen, and Deidre Schweiss, p. 469-475] Abstract: BACKGROUND:A partnership between four academic sites and one practice site was created to address a gap in baccalaureate nursing education resulting from the lack of pediatric and critical clinical experience. Four schools of nursing (SONs) were invited to recruit senior-level nursing students to participate in a critical care fellowship opportunity during their senior synthesis courses. METHOD:In a mixed-method evaluation, data were collected through three questionnaires. RESULTS:The findings indicated that the students increased their knowledge and ability in caring for critical pediatric patients. The difference in clinical hours by the SONs did not reveal significant mean differences across measures of self-efficacy, clinical knowledge, or clinical confidence. CONCLUSION:The critical care hospital-based fellowship can be used as a partnership between a hospital and SONs to expose prelicensure students to clinical experiences and education related to pediatric critical care to decrease nursing shortages in these specialty areas.;[Article Title: Screening, Brief Intervention, and Referral to Treatment: Nurses Helping Colorado Training Program / Paul F. Cook, Laurra Aagaard, Fara Bowler, Laura Rosenthal, Lisa Krug Avery, and Mary Weber, p. 476-482] Abstract: BACKGROUND:Nurses Helping Colorado was a Substance Abuse and Mental Health Administration-funded program to train nurses on Screening, Brief Intervention, and Referral to Treatment (SBIRT), a research-based strategy for preventing substance use disorders. METHOD:Trainees were 678 undergraduate nursing students and 480 graduate advanced practice nursing students at an academic medical center. Training included classroom lectures, role-play simulation, and supervised practice. The program was evaluated using participant self-reports immediately posttraining, 3 to 12 months later, and postgraduation. RESULTS:Trainees reported high satisfaction, increased knowledge, and willingness to use SBIRT. Gains were maintained after training. After students graduated, 52% used screening, 52% offered brief interventions, and 37% used referral to treatment. Results were higher than those for past graduates, and most were higher than community benchmarks. CONCLUSION:When SBIRT training was woven through nursing curricula, students demonstrated learning and used these methods in practice after graduation. SBIRT education is appropriate across the lifespan and across settings in nursing. ;[Article Title: Development of Quantitative Research Skills Competencies to Improve Doctor of Philosophy Nursing Student Training / Lisa M. Thompson, Lydia B. Zablotska, Jyu-Lin Chen, SoSon Jong, Abbey Alkon, Soo-Jeong Lee and David Vlahov, p. 483-488] Abstract: BACKGROUND:Competency-based education is essential to prepare future nurse scientists to compete in the world of data-driven science. Yet, few schools of nursing have developed core competencies that guide quantitative research instruction. We described development of new competency-based curriculum in quantitative research for doctor of philosophy (PhD) nursing students. METHOD:We assessed quantitative research methods curricula from among top National Institutes of Health-ranked research-intensive Schools of Nursing. At the University of California, San Francisco School of Nursing, we administered a survey to PhD students and alumni, and interviewed program faculty about current quantitative courses and perceived needs. A committee of PhD faculty framed competencies. RESULTS:Core competencies for quantitative methods training were developed. Faculty modified courses to align with core competencies. This allowed an outcome-based approach to design, implement, and evaluate coursework. CONCLUSION:This effort at generating core quantitative research skills competencies could be useful for other nursing schools interested in redesigning PhD training programs.;[Article Title: Satisfactory Completion of End-of-Course Outcomes Using Simulation / Michelle E. Bussard, p. 489-492] Abstract: BACKGROUND:Simulation is replacing clinical hours in prelicensure nursing programs, and students must be evaluated to ensure that the end-of-course outcomes are met. The purpose of this study was to identify what an average score (or cutoff score) for high-fidelity simulation is for successful and satisfactory completion of end-of-course outcomes in a medical-surgical nursing course using the Lasater Clinical Judgment Rubric. METHOD:A retrospective, descriptive, quantitative study was performed using a convenience sample of 143 RN diploma nursing students. Data were collected from 2013 to 2017. RESULTS:A cutoff score of 28 was identified indicating satisfactory and successful completion of end-of-course outcomes in a medical-surgical nursing course. CONCLUSION:Ensuring that students meet end-of-course outcomes and participating in simulated patient scenarios is essential in meeting board of nursing regulations.;[Article Title: An Interprofessional Education Simulation Workshop: Health Professions Learning Palliative Care Communication / Christine Bradway, Valerie T. Cotter, Neha J. Darrah, Varleisha D. Gibbs, Diane Hadley, Eun Hae Kim, Denise LaMarra, Lora Packel and Amy M. Westcott, p. 493-497] Abstract: BACKGROUND:Patients with life-limiting illnesses need health professionals who can communicate with each other, as well as with patients and family members. Nursing faculty teach these skills in a variety of formats and, increasingly, via simulation experiences. METHOD:This pilot study aimed to compare a group of interprofessional health professions students' (N = 73) self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness.

RESULTS:Postworkshop, students rated themselves as significantly more confident in interprofessional and palliative care communication (p ⩽ .001) than preworkshop, identified important areas of behavior change and professional identity, and provided faculty with ideas for future simulation workshops. CONCLUSION:Additional research is needed regarding longitudinal curricular efforts and direct patient care outcomes. ;[Article Title: Prioritizing the Fundamentals of Care Within the Prelicensure Nursing Curriculum / Jan Alderman, Christopher Kastelein, Rebecca Feo, Lauren Frensham, Yvette Salamon and Alison Kitson, p. 498-501] Abstract: BACKGROUND:Little empirical research exists on how best to teach fundamentals of care to prelicensure nursing students. This pilot aims to develop this evidence base. METHOD:A 6-week intervention embedded fundamentals of care explicitly, focusing on the integrated nature of such care, within a first-year prelicensure nursing curriculum at an Australian university. The intervention involved two components: (a) using the fundamentals of care framework to structure and guide teaching and shape students' conceptual understanding of the fundamentals of care, and (b) restructuring clinical skills sessions to reinforce this conceptual understanding. RESULTS:Preliminary observations show that the intervention offers a practical and effective way to teach the fundamentals of care to prelicensure students, helping them to see the value of the fundamentals of care and to provide quality care for patients' fundamental needs. CONCLUSION:Explicitly embedding the fundamentals of care within accredited nursing curricula is feasible and has observable, positive effects.;[Article Title: Implementation of Electronic Objective Structured Clinical Examination Evaluation in a Nurse Practitioner Program / Janet D. Luimes and Mary Ellen Labrecque, p. 502-505] Abstract: BACKGROUND:The Objective Structured Clinical Examination (OSCE) is a valuable, yet resource-intensive method for evaluating clinical competence of students in health disciplines. Electronic OSCE (eOSCE) management programs have the potential to support evaluative efficiency and objectivity of OSCEs. METHOD:The processes for selecting, implementing, and evaluating use of an eOSCE management system in a Master of Nursing Primary Health Care Nurse Practitioner program are described. RESULTS:Tailored selection and implementation of an eOSCE management system to fit program needs and available resources facilitated optimal use of eOSCE, promoting grading efficiency, ability to provide prompt feedback to students, and examiner objectivity. These advantages were found to outweigh the disadvantages of extra time and effort to initially learn the eOSCE program. CONCLUSION:A program-centered approach to implementation of an eOSCE management system supports high-quality, efficient assessment of student clinical competencies. ;[Article Title: Development of an Innovative Endocrinology Training Program for Nurse Practitioners / Kathryn Evans Kreider and B. Iris Padilla, p. 506-509] Abstract: BACKGROUND:Nurse practitioners (NPs) have a critical role in meeting the growing demand for health care in the current complex health care system. The use of NPs in both primary care and specialty settings is expected to rise significantly by 2025 in response to increased demands and a shortage of physician providers. METHOD:The Duke University School of Nursing, with funding from the Health Resource Services Administration, has implemented the first endocrinology specialty training program for primary care NP students. RESULTS:The first in the country, this innovative, hybrid training program prepares primary care NP students to manage complex diabetes mellitus and general endocrine conditions. CONCLUSION:Well-trained NPs can help meet the increased demands in primary care. This subspecialty certificate program provides a framework for other graduate nursing schools that are considering adding specialty content as a supplement to primary care training.