Journal of Nursing Education

Includes bibliographical references.

Editorials -- Major Articles -- Research Briefs -- Educational Innovations.

[Article Title: Characteristics of Academic Coaches in an Online RN-to-BSN Program / Daisha Jane Cipher, Regina Wilder Urban, and Mary E. Mancini, p. 520-522] Abstract: BACKGROUND: To achieve the growth of RN-to-Bachelor of Science in Nursing (BSN) programs in the face of ongoing faculty shortages, many large online RN-to-BSN programs have embraced the use of academic coaches to assist with course delivery. METHOD: An associational analysis of data collected from academic coaches and their student and faculty evaluators was performed on a sample of academic coaches who were teaching students enrolled in a large online RN-to-BSN program. RESULTS: The multilevel data consisted of 94 coaches who taught in 166 courses. Evaluation data from 12,004 students were captured and connected to each academic coach and course. Overall, the RN-to-BSN coaches received favorable ratings by both instructors and students alike. CONCLUSION: The use of academic coaches can help to expand capacity while delivering a high-quality educational experience. These results indicate that satisfaction with academic coaches has the potential to be very high, from both the students' and the faculty members' perspectives.;[Article Title: Developing Minority Nursing Students: Evaluation of an Innovative Mentorship and Leadership Program / Kenya Snowden, Cynthia Foronda, Juan Gonzalez, Johis Ortega, Deborah Salani, Lila de Tantillo, Mary Hooshmand, and Nena Peragallo Montano, p. 526-534] Abstract: BACKGROUND: There is disparity in the nursing work-force of minority leaders. The aim of this article is to describe and evaluate an innovative program designed to provide mentorship and increase leadership skills of minority nursing students. METHOD: An innovative mentorship program was developed including coordination of financial aid meetings, incorporating technology, enacting an online preimmersion course, choosing and training mentors, hosting a lunch-and-lead leadership series, and using intensive review sessions and tutoring. Program evaluation data were analyzed using mixed methods. RESULTS: All 40 participants passed the NCLEX-RN and had obtained employment after the program. Of the 20 respondents, 25% already had obtained a leadership role in nursing. Qualitative data about the program revealed categories of leadership, networking, mentorship, more time, and gratitude. CONCLUSION: This program was successful in promoting retention, graduation, and development of future minority nurse leaders. ;[Article Title: Differences in Nursing Faculty Satisfaction Teaching Online: A Comparative Descriptive Study / Deanna L. Howe, Hsiu-Chin Chen, Keri L. Heitner and Susan A. Morgan, p. 536-543] Abstract: BACKGROUND: Many students today desire an education that can be completed without attending traditional classroom settings. Nursing administrators are responding by increasing the number of online course offerings, which has resulted in more nursing faculty asked to transition coursework from traditional to online classes, often without support. METHOD: The sample for this quantitative, descriptive, comparative study included nursing faculty from 15 randomly selected states who participated in an online survey, producing 185 completed surveys for analysis. RESULTS: Satisfaction was significantly higher in nursing faculty who taught 20 or more courses online, compared with those who taught five or fewer. Satisfaction was significantly higher for faculty who received mentoring, release time, technical support for software, hardware, the Learning Management System (LMS), and training for the LMS, compared with faculty who did not. CONCLUSION: Results offer valuable evidence that support services are important to increase overall faculty satisfaction teaching online. ;[Article Title: A Standardized Clinical Performance Grading Rubric: Reliability Assessment / Mary Louisa Kopp, p. 544-548] Abstract: BACKGROUND: Students expect consistent and fair grading. The purpose of this pilot study was to evaluate reliability of an undergraduate clinical performance grading rubric. METHOD: The rubric was tested for measures of reliability and consistency. Formative and summative measures were compared. Written assignments were compared with clinical performance. A convenience sample of 58 first-semester clinical undergraduate baccalaureate nursing students was used. RESULTS: Significance was found between midterm (M = .89) and final performance (M = .94; t[57] = −15.896; p ⩽ .001, two-tailed) showing an increase in final performance. No correlation was found between final written work and performance evaluations (r[56] = .164, p ⩾ .05), and a significant difference was noted between written work (M = .973) and performance evaluations (M = .915; t[114]) = 14.536, p ⩽ .001). Cronbach's alpha scores equaled .917. All clinical instructors agreed that the results accurately measured student performance. CONCLUSION: Use of the grading rubric was effective in measuring student clinical performance and provided an objective grade calculation for any level student.;[Article Title: Arts-Based Learning Strategies in Clinical Postconference: A Qualitative Study / Stacy L. Lutter, Carrie L. Pucino, and Jodi L. Jarecke, p. 549-553] Abstract: BACKGROUND: Arts-based learning (ABL) strategies can enhance student learning in nursing education. Clinical postconference provides an opportunity to integrate these strategies. The purpose of this qualitative study was to understand student perspectives of ABL activities in clinical postconference and to explore the effect of ABL strategies during clinical post conference on nursing students' perceptions of their own practice. METHOD: This study was designed to reflect the critical attributes of ABL proposed by Rieger and Chernomas. Twenty-nine nursing students participated in six ABL activities during clinical post conference. Data were collected from student reflective papers. Inductive data analysis was used to derive themes. RESULTS: Four main themes emerged: (a) Developing New Perspectives, (b) Appreciating the Patient Experience, (c) Reflecting on Feelings and Growth, and (d) Recognizing the Value of ABL. CONCLUSION:ABL strategies integrated during clinical post-conference facilitate student learning by actively engaging students in reflection of professional practice and developing empathy.;[Article Title: Exploring Predictors of NCLEX-RN Success: One School's Search for Excellence / Emily Havrilla, Deborah Zbegner and Joyce Victor, p. 554-556] Abstract: BACKGROUND: The NCLEX-RN pass rate serves as a key indicator of the achievement of a nursing program's academic goals and may be a vital component of state board approval and the accreditation process. To improve on the program's pass rates, a comprehensive mentorship program was instituted. The The Passan School of Nursing at Wilkes University used gaming strategies, content reviews, computerized integrative testing, and learning packages to assist students preparing for the licensure examination. METHOD:A retrospective regression analysis was performed to examine predictors of NCLEX-RN success. RESULTS:Pass rates improved each year from a baseline of 79.17% in 2014 to 83.82% in 2015 and 90.14% in 2016. Logistic regression analysis revealed that overall college grade point average (p = .001) and a comprehensive examination in the NCLEX-RN format (p = .001) were significant predictors of NCLEX-RN success. CONCLUSION:The comprehensive mentoring program has been successful in raising the overall NCLEX-RN pass rate. ;[Article Title: Rural Community Case Management Experience for Bachelor of Science in Nursing Students: A Focus Group Evaluation / Florence M. Weierbach and Marietta P. Stanton, p. 557-560] Abstract: BACKGROUND: This presentation concerns the evaluation of an additional clinical experience in case management for senior baccalaureate students. During their final leadership course, nursing students can elect to do an additional 80-hour precepted clinical experience focusing on case management in primary care clinics. As part of that experience, they rotate through seven nurse-managed rural primary health clinics in Tennessee. METHOD:As part of the evaluation process, students and preceptors were asked to review the experiences that students had participating in the clinical.

RESULTS: For the most part, students were highly satisfied with the case management experience and thought it provided an additional skill set for them as they were completing their final year in nursing school and preparing to enter the nursing workforce as graduates of the Bachelor of Science in Nursing program. CONCLUSION: A community case management clinical opportunity in primary care allows a community experience for students that provides them with an opportunity to witness an RN practicing to the full scope of the license.;[Article Title: Coaching to NCLEX-RN Success: A Postgraduation Intervention to Improve First-Time Pass Rates / Kathleen Czekanski, Sharon Mingo and Letty Piper, p. 561-565] Abstract: BACKGROUND:First-time NCLEX-RN pass rates are often used to evaluate the effectiveness of prelicensure nursing programs. Faced with pass rates that had declined from 85.71% to 64.86% over a period of 4 years, this baccalaureate-nursing program developed a postgraduation coaching intervention to assist graduates in developing an individualized plan as they prepared for their examination. METHOD:The intervention was designed to close the loop for graduates on NCLEX-RN preparedness. The intervention, led by the program's Tutor and Retention Coordinator, consisted of cognitive behavioral techniques, content reviews, and test-taking strategies. RESULTS:The intervention has been successfully implemented for a period of 2 years and first-time pass rates rose to 87.66% in 2016 and 94.29% in 2017. CONCLUSION:Addressing first time NCLEX-RN pass rates requires a comprehensive approach. Students need to begin preparation for their NCLEX-RN examination early in their nursing program; however, this preparation needs to also continue after program completion. ;[Article Title: Experiential Community Health Assessment Through PechaKucha / Sylvane Filice and Sally Dampier, p. 566-569] Abstract: BACKGROUND:Nursing education is a robust vehicle for change for community health nursing (CHN) in undergraduate programs. Nurses with a broad range of CHN competencies will be needed to meet the demands of community-based care in the coming years. METHOD:To meet the changing curricular demands around CHN, an experiential learning opportunity presented itself with the use of PechaKucha to support students. This experiential approach to learning the Canadian Community Health Nursing Professional Practice Model & Standards of Practice using a windshield and walkabout survey resulted in the students presenting the findings through the PechaKucha method. RESULTS:Kolb's experiential learning theory served as the theoretical foundation. The experiential application of the Canadian Community Health Nursing Professional Practice Model & Standards of Practice helps to create interest in CHN and develop future competent and confident community nurses. CONCLUSION:By discovering CHN applications through experiential learning, students are in a better position to understand the scope and role of CHN practice.