Includes bibliographical references.

Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors -- Predictors of Underrepresented Nursing Students' School Satisfaction, Success, and Future Education Intent -- Using Critical Creativity to Reveal Nursing Student Learning in Long-Term Care -- Using Student-Produced Video to Validate Head-to-Toe Assessment Performance -- Being Invisible: Stereotype Threat in an Undergraduate Nursing Program -- Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion? -- Testing Off the Clock: Allowing Extended Time for All Students on Tests -- Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students? -- Instructor-Created Activities to Engage Undergraduate Nursing Research Students -- New Careers in Nursing: An Effective Model for Increasing Nursing Workforce Diversity -- Escape Room Recruitment Event: Description and Lessons Learned.

[Article Title: Review of State Boards of Nursing Rules and Regulations for Nurse Preceptors / Kristine M. L'Ecuyer, Shelley von der Lancken, Diane Malloy, Geralyn Meyer and Matthew J. Hyde, p. 134-141]

Abstract:

BACKGROUND:The clinical education of undergraduate nursing students relies heavily on the use of staff nurses who assume the preceptor role. The best and most efficient utilization of preceptors is unknown.

METHOD:This study reviewed Board of Nursing rules and regulations for all 50 states, the District of Columbia, and the U.S. territories for their published requirements regarding preceptors. Specifically, this review focused on preceptor–student and faculty–student ratios, role responsibilities, and requirements of preceptors and faculty in undergraduate precepted clinical experiences.

RESULTS:Although some commonalities were noted, such as eligibility (RN licensure), degree requirements (baccalaureate), and years of experience (1 to 3), 11 states had no documented regulations. The existing documents appear to lack depth, specificity, and consistency.

CONCLUSION:Because preceptors are utilized to such a great extent, the eligibility, selection, preparation, and expectations of preceptors and faculty who work with them should be more explicit.

https://doi.org/10.3928/01484834-20180221-02

[Article Title: Predictors of Underrepresented Nursing Students' School Satisfaction, Success, and Future Education Intent / Lovoria B. Williams, Annette B. Bourgault, Michael Valenti, Melissa Howie and Sunil Mathur, p. 142-149]

Abstract:

BACKGROUND:The United States is steadily becoming more diverse. If current trends continue, the minority population will be the majority by 2043. In contrast to the U.S. population, nursing (the largest health care workforce) is composed of a nearly 76% White population. The literature reports that underrepresented minorities (URM) in nursing programs encounter multiple barriers to academic success.

METHOD:A secondary data analysis of a national cohort of URM accelerated nursing students was conducted to examine three factors associated with microaggression—predictors of academic (NCLEX) success, satisfaction, and intent to pursue advanced education—among a cohort of URM accelerated nursing students who had received a national diversity scholarship (n = 2,250).

RESULTS:These three factors were predicted by institutional climate, mentoring, social interactions, the prematriculation preparation program, and other psychological, social, and cultural barriers.

CONCLUSION:To increase nursing diversity and ensure a culturally competent profession, programs must attend to these factors.

https://doi.org/10.3928/01484834-20180221-03

[Article Title: Using Critical Creativity to Reveal Nursing Student Learning in Long-Term Care / Alyssa Indar, Sherry Espin, Karen LeGrow and Nadine Janes, p. 150-153]

Abstract:

BACKGROUND:The use of teaching–learning strategies that emphasize critical reflection aids students in making sense of complex clinical placement settings, such as those in long-term care (LTC) settings.

METHOD:A qualitative descriptive research design was used to explore the assumptions, anticipations, and realizations of six undergraduate nursing students regarding aging, gerontological nursing, and LTC as they engaged in facilitated critical reflection activities during a 12-week LTC placement.

RESULTS:The content analysis process revealed four main categories describing the student learning experience: Exploring the Therapeutic Nurse–Resident Relationship, Navigating Preceptor Relationships, Expanding Awareness of Context, and Embracing Many Feelings.

CONCLUSION:Students placed in LTC were challenged by the realization of LTC as a complex setting, especially with minimal support from preceptors. Educators should present LTC as a challenging environment, rich with complex issues. There is potential in easing the strain on preceptors by leveraging the faculty educator role in facilitating student learning through critically creative approaches.

https://doi.org/10.3928/01484834-20180221-04

[Article Title: Using Student-Produced Video to Validate Head-to-Toe Assessment Performance / Christina Purpora and Susan Prion, p. 154-158]

Abstract:

BACKGROUND:This study explored third-semester baccalaureate nursing students' perceptions of the value of using student-produced video as an approach for learning head-to-toe assessment, an essential clinical nursing skill taught in the classroom.

METHOD:A cognitive apprenticeship model guided the study. The researchers developed a 34-item survey. A convenience sample of 72 students enrolled in an applied assessment and nursing fundamentals course at a university in the western United States provided the data.

RESULTS:Most students reported a videotaping process that worked, supportive faculty, valuable faculty review of their work, confidence, a sense of performance independence, the ability to identify normal assessment findings, and few barriers to learning.

CONCLUSION:The results suggested that a student-produced video approach to learning head-to-toe assessment was effective. Further, the study demonstrated how to leverage available instructional technology to provide meaningful, personalized instruction and feedback to students about an essential nursing skill.

https://doi.org/10.3928/01484834-20180221-05

[Article Title: Being Invisible: Stereotype Threat in an Undergraduate Nursing Program / Amber Young-Brice, Kristina Thomas Dreifuerst and Aaron Buseh, p. 159-162]

Abstract:

BACKGROUND:Nursing programs continue to be challenged to increase recruitment and retention of ethnic minority nursing students to meet the needs of a diversifying population. Ethnic minority students face a cadre of barriers, one of which is the negative implications of their own identity. This article describes a qualitative study that explored the experiences of stereotype threat among a group of ethnic minority nursing students at a large urban university.

METHOD:Semistructured, one-time in-depth interviews were conducted.

RESULT:Three themes emerged: A Sense of Uncertainty About Abilities, Avoidance, and Vigilance for Signs of Failure.

CONCLUSION:Nursing faculty and administrators may better support ethnic minority nursing students through graduation by having an awareness of the implications of stereotype threat.

https://doi.org/10.3928/01484834-20180221-06

[Article Title: Flipped Classroom: Do Students Perceive Readiness for Advanced Discussion? / Carrie Ann Hoover, Georgia Ann Dinndorf-Hogenson, Jennifer Lee Peterson, Bethany Renae Tollefson, Jodi Lisbeth Berndt and Nikki Laudenbach, p. 163-165]

Abstract:

BACKGROUND:Use of the flipped classroom model is recognized as a popular method of instruction. Effective preclass preparation methods can create more time for instructors to reinforce application, evaluation, and analysis of information using active learning strategies.

METHOD:This quasi-experimental study used a convenience sample of 42 third-year baccalaureate nursing students. Students were randomized into two groups and received either a narrated video (vodcast) or guided readings for the preclass preparation. A quiz was administered to assess preparation prior to class, and students completed a survey following the classroom activities.

RESULTS:Students preferred media preparation to guided readings. This preference translated to higher quiz scores. Positive correlations were noted between quiz scores and students' understanding and increased confidence.

CONCLUSION:Students' preference for the vodcast translated to the perception of an increase in confidence and understanding of the material.

https://doi.org/10.3928/01484834-20180221-07

[Article Title: Testing Off the Clock: Allowing Extended Time for All Students on Tests / Susan F. Birkhead, p. 166-169]

Abstract:

BACKGROUND:Standardized time allotments are typically imposed for administration of nursing tests. There is little evidence to guide the determination of time allotment. When time allotted for tests is too limited, construct irrelevant variance in test scores may be introduced and the reliability of tests may be negatively impacted.

METHOD:For test administration, we establish a standard time allotment and offer all students the option of extended time.

RESULTS:Many of the students use extended time, reporting that extended time reduces stress. Program outcomes have not been negatively affected. Data are provided to guide calculation of time allotment.

CONCLUSION:Extended time may help relieve test anxiety and facilitate success for students with undiagnosed learning disabilities or non-native English speakers. Time allotment should be based on the item composition of tests using published mean item response times. Further research is needed.

https://doi.org/10.3928/01484834-20180221-08

[Article Title: Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students? / Cara Gallegos, p. 170-173]

Abstract:

BACKGROUND:Engaging nursing students in theoretical courses, such as research, can be challenging. Innovative instructional strategies are essential to engage nursing students in theoretical nursing courses.

METHOD:This article describes an educational innovation using technology as a tool in an undergraduate nursing research class. All students in the course received iPads for the semester. Lecture material was presented in class using Nearpod, an interactive presentation embedded with slides, multimedia components, and learning activities.

RESULT:Students reported that using the mobile technology helped them minimize off-task activities, interact more with each other and the instructor, solve problems in the class, and develop skills and confidence related to their career.

CONCLUSION:Allowing device use in the classroom, such as iPads and interactive mobile applications, can be a useful learning tool. Intentional use of technology and pedagogy can increase engagement and interaction with students.

https://doi.org/10.3928/01484834-20180221-09

[Article Title: Instructor-Created Activities to Engage Undergraduate Nursing Research Students / Linda L. Pierce and Kristina M. Reuille, p. 174-177]

Abstract:

BACKGROUND:In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities.

METHOD:This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material.

RESULTS:Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest.

CONCLUSION:Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice.

https://doi.org/10.3928/01484834-20180221-10

[Article Title: New Careers in Nursing: An Effective Model for Increasing Nursing Workforce Diversity / Melva Craft-Blacksheare, p. 178–183]

Abstract:

BACKGROUND:The Robert Wood Johnson Foundation and the American Association of Colleges of Nursing developed the New Careers in Nursing (NCIN) program to address the nursing shortage, increase workforce diversity, and raise the profession's educational level. The program provided scholarships to second-degree underrepresented or economically disadvantaged (UED) students attending an accelerated nursing program to earn a Bachelor of Science in Nursing degree.

METHOD:A midwestern university received three academic-year cycles of NCIN funding. The program's model, resources, and functioning are described.

RESULTS:The NCIN provided exceptional financial and program support that received high marks from participants. During the three award cycles, 20 UED scholars graduated with a Bachelor of Science in Nursing degree. Nineteen of the 20 scholars passed the NCLEX-RN on the first attempt.

CONCLUSION:While the NCIN program has ended, nursing school administrators and faculty wishing to promote UED student success should consider using the program's model and resources as the basis for their own program.

https://doi.org/10.3928/01484834-20180221-11

[Article Title: Escape Room Recruitment Event: Description and Lessons Learned / Liane Connelly, Beth E. Burbach, Colleen Kennedy and Lisa Walters, p. 184-187]

Abstract:

BACKGROUND:The U.S. nursing workforce is facing a severe shortage of professionals due to an anticipated retirement of more than 500,000 RNs in the next 5 years.

METHOD:An Escape to Nursing event was created and delivered in a rural medical center college of nursing in the spring of 2017. This faculty team developed four distinct rooms that were designed with key nursing concepts and patient health conditions. Recruits worked in teams to solve the patient health care puzzle, which then enabled them to proceed to the next room.

RESULTS:Feedback was positive from the recruits, including comments about expanding the game to more health care scenarios and reaching out to more recruits. Additional recruitment may lead to better turnout of recruits.

CONCLUSION:Linear, sequential formatting for the escape room game design is recommended for use with recruits into nursing. The use of escape rooms for recruitment is a positive activity.

https://doi.org/10.3928/01484834-20180221-12