Includes bibliographical references.

Policy to Foster Civility and Support a Healthy Academic Work Environment -- Factors Influencing Clinical Performance of Baccalaureate Nursing Majors: A Retrospective Audit -- Relationship Between Marginality and Minority Status in Undergraduate Nursing Students -- Simulation Learning and Transfer in Undergraduate Nursing Education: A Grounded Theory Study -- From Military to Academic Nursing: Embracing an Untapped Leadership Resource -- Development and Evaluation of an Epidural Analgesia Workshop for Senior Nursing Students -- Writing Across the Curriculum: Reliability Testing of a Standardized Rubric -- A Grounded Theory of the Resilience Process in Postqualification Nursing Students -- Generating Gratitude in the Workplace to Improve Faculty Job Satisfaction -- Improving Safety Knowledge, Skills, and Attitudes With a Good Catch Program and Student-Designed Simulation.

[Article Title: Policy to Foster Civility and Support a Healthy Academic Work Environment / Cynthia M. Clark and Katy Ritter, p. 325-331]

Abstract:

BACKGROUND:Incivility in academic workplaces can have detrimental effects on individuals, teams, departments, and the campus community at large. Alternately, healthy academic workplaces generate heightened levels of employee satisfaction, engagement, and morale.

METHOD:This article describes the development and implementation of a comprehensive, legally defensible policy related to workplace civility and the establishment of a healthy academic work environment.

RESULTS:A detailed policy exemplar is included to provide a structure for fostering a healthy academic work environment, a fair, consistent, confidential procedure for defining and addressing workplace incivility, a mechanism for reporting and subsequent investigation of uncivil acts if indicated, and ways to foster civility and respectful workplace behavior.

CONCLUSION:The authors detail a step-by-step procedure and an incremental approach to address workplace incivility and reward policy adherence.

https://doi.org/10.3928/01484834-20180522-02

[Article Title : Factors Influencing Clinical Performance of Baccalaureate Nursing Majors: A Retrospective Audit / Sandra Johnston, Amanda Fox and Fiona Maree Coyer, p. 333-338]

Abstract:

BACKGROUND:Transition of nursing student to new graduate depends on successful completion of clinical work placement during an undergraduate course. Supporting students during the clinical placement is imperative. This study examined associations between grade point average, domestic or international status, course entry qualification, and single or dual nursing degree to successful completion of clinical placement.

METHOD:A retrospective audit of 665 students in a baccalaureate nursing program was conducted to examine factors influencing clinical performance of baccalaureate nursing students.

RESULTS:A significant association between entry qualification, lower grade point average, international status, and receipt of a constructive note was found: χ2 = 8.678, df = 3, p = .034, t(3.862), df = 663, p ⩽ .001, and Fisher's exact test = 8.581, df = 1, p = .003, respectively.

CONCLUSION:Understanding factors that affect clinical performance may help early identification of students at risk and allow for supportive intervention during placement and subsequent program completion.

https://doi.org/10.3928/01484834-20180522-03

[Article Title: Relationship Between Marginality and Minority Status in Undergraduate Nursing Students / Heather Englund, p. 339-346]

Abstract:

BACKGROUND:The purpose of this study was to investigate the relationship between marginality and minority status in undergraduate nursing students enrolled in one of the four universities in Wisconsin that offer a baccalaureate nursing program.

METHOD:A nonexperimental, descriptive correlational design was used for data collection. Participants (N = 331) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70. The demographic variables of race/ethnicity, sexual orientation, gender, and age were investigated in relation to marginality.

RESULTS:A statistically significant difference was found in mean scores for minority (M = 177.5, SD = 29.3) versus nonminority undergraduate nursing students (M = 166.4, SD = 18.1); t(329) = 4.3, p ⩽ .001.

CONCLUSION:The findings from this research study suggest that marginalization remains a significant issue for minority undergraduate nursing students.

https://doi.org/10.3928/01484834-20180522-04

[Article Title: Simulation Learning and Transfer in Undergraduate Nursing Education: A Grounded Theory Study / David A. Miles, p. 347-353]

Abstract:

BACKGROUND:Experiential learning through simulation allows students to improve their cognitive, affective, and psychomotor skills. Yet, the process of how simulation learning transfers to clinical learning remains unanswered.

METHOD:The classical grounded theory method was used to conceptualize the process by which simulation learning transfers to the clinical environment.

RESULTS:A model emerged that explained the simulation learning transfer process. The core category was Acting Like a Nurse and the model had 10 categories. The beginning stages of the model included the categories: Being in Simulation and Being in Clinical. The middle stages of the model reflected interaction between the student and the simulation experience, and included the categories Being Able to Practice, Getting Feedback, Making Sense of My Learning, Fitting Together, and Applying My Learning. The final stages of the model were Gaining Confidence and Becoming More Comfortable, with the outcome category Knowing What to Do.

CONCLUSION:Simulation learning enhanced transfer of learning, specifically allowing students to take on the role behaviors of what will be expected of them as a practicing nurse.

https://doi.org/10.3928/01484834-20180522-05

[Article Title: From Military to Academic Nursing: Embracing an Untapped Leadership Resource / Katie A. Chargualaf, Brenda Elliott and Barbara Patterson, p. 355-358]

Abstract:

BACKGROUND:Strong leaders are essential for nursing program success, yet few faculty are interested or qualified to assume leadership positions within academia. This generates concern over lingering shortages and lack of succession planning.

METHOD:A qualitative, descriptive study examined the transition experience of military nurses who became nurse educators. Emerging from an analysis of interviews with 13 Veteran nurses, the subtheme of “using my leadership toolbox” is explored within the context of leadership development.

RESULTS:Grounded in their military leadership development, the participants modeled essential leader qualities. They demonstrated confidence, vision, humility, a strong work ethic, clear communication, and a willingness to assume risk.

CONCLUSION:Veteran nurses may be a viable solution to bring leadership knowledge, behaviors, and experience to the faculty role. Current academic leaders should facilitate the translation of these leadership attributes to address ongoing challenges facing nursing education.

https://doi.org/10.3928/01484834-20180522-06

[Article Title: Development and Evaluation of an Epidural Analgesia Workshop for Senior Nursing Students / Marian Luctkar-Flude, Rosemary A. Wilson, Kim Sears, Cheryl Pulling, Diana Hopkins-Rosseel and Melanie Jaeger, p. 359-365]

Abstract:

BACKGROUND:Most prelicensure nursing students receive little to no training in providing care for patients who receive epidural analgesia, despite exposure in clinical settings and the potential for devastating adverse effects. To develop and pilot an epidural workshop for senior nursing students using standardized patients (SPs), and to evaluate feasibility and learner outcomes.

METHOD:A 4-hour epidural workshop consisted of a large group lecture and demonstration, small-group practice scenarios, and individual learner evaluation with SPs. Learning outcomes were evaluated using a performance checklist and critical thinking rubric, and pre- and posttests.

RESULTS:Participants scored well on the performance-based evaluation (mean score of 86% items performed correctly) and rated the workshop highly. However, learners and instructors made several recommendations for improving the learning module for future sessions.

CONCLUSION:This pilot project demonstrated that an epidural analgesia workshop using SPs is feasible and results in positive learning outcomes and high satisfaction with senior nursing students.

https://doi.org/10.3928/01484834-20180522-07

[Article Title: Writing Across the Curriculum: Reliability Testing of a Standardized Rubric / Margo Minnich, Amanda J. Kirkpatrick, Joely T. Goodman, Ali Whittaker, Helen Stanton Chapple, Anne M. Schoening and Maya M. Khanna, p. 366-370]

Abstract:

BACKGROUND:Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool.

METHOD:Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience.

RESULTS:Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation.

CONCLUSION:Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing.

https://doi.org/10.3928/01484834-20180522-08

[Article Title: A Grounded Theory of the Resilience Process in Postqualification Nursing Students / Jennifer Jackson, p. 371-374]

Abstract:

BACKGROUND:Resilience is important for undergraduate nursing students. However, little is known about resilience for postqualification nursing students who return for graduate studies. The purpose of this study was to explore the process of resilience for nursing students in graduate programs.

METHOD:Postqualification nursing students were interviewed once to learn about their experiences in graduate education in this grounded theory study. Ten participants formed a convenience sample that was voluntarily recruited through a research course.

RESULTS:Participants described their process of resilience as one of managing challenges that was facilitated by passion and support. Participants applied several metacognitive and practical strategies. In addition, participants reported that they enjoyed or struggled through their studies (often both in varying degrees). The participants' resilience strategies reflected the application of prior learning.

CONCLUSION:The process of resilience for postqualification students can be outlined in a theoretical process centered on managing challenges. Educators can support resilience by providing support and enabling resilience strategies.

https://doi.org/10.3928/01484834-20180522-09

Generating Gratitude in the Workplace to Improve Faculty Job Satisfaction / Amy Stegen and Jamie Wankier, p. 375-378]

Abstract:

BACKGROUND:The current nursing shortage affects all settings. In an effort to promote retention of nursing faculty, an “attitude of gratitude” was cultivated to improve job satisfaction and increase collaboration in one school of nursing.

METHOD:This was a quantitative study using a convenience sample of faculty at one school of nursing. A presurvey of faculty on perceived gratitude levels and job satisfaction was administered prior to the start of the school year. Multiple gratitude interventions were implemented throughout the year and a postsurvey was administered to measure the effectiveness of interventions.

RESULTS:The findings of this study show an improvement of 17.9% in overall job satisfaction, which is consistent with other studies on the topic. Collaboration was not affected by gratitude interventions.

CONCLUSION:Implementing gratitude is a cost-effective and easy way to improve job satisfaction to increase faculty retention rates.

https://doi.org/10.3928/01484834-20180522-10

[Article Title: Improving Safety Knowledge, Skills, and Attitudes With a Good Catch Program and Student-Designed Simulation / Michele Tanz, p. 379-384]

Abstract:

BACKGROUND:This quality improvement project aimed to increase undergraduate nursing students' knowledge, skills, and attitudes (KSAs) relevant to the Quality and Safety Education for Nurses competency of safety, which was identified as a critical performance area. The question that this project examined was, Can incorporating chosen interventions into the course curriculum increase student KSAs of safety?

METHOD:Two interventions were incorporated into the curriculum to increase student competency: a student-designed simulation project (SDSP), and a Good Catch and Error Reporting (GCER) program. A nonintervention group (n = 16) and an intervention group (n = 33) were evaluated with a dependent sample t test (pre- and posttest design) using the QUISKA2 Assessment Tool.

RESULTS:For the intervention group (n = 33), the project interventions were found to be statistically significant t(32) = 6.14, p < .05. In addition, mean scores increased by 37%, whereas the nonintervention group increased by only 12%.

CONCLUSION:The SDSP and GCER program were beneficial in improving students' KSAs regarding safety in health care. Students designed scenarios that addressed medication errors, critical team communication, prioritization, and handoff reporting using their own creativity to deliver valuable information to the entire clinical group. Implementing the GCER program helped create a culture of safety within this clinical section and helped to build student confidence in the quality improvement process.

https://doi.org/10.3928/01484834-20180522-11