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Browsing by Author "McNelis, Angela M."
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Item Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation(2011-02-25) Dreifuerst, Kristina Thomas; Jeffries, Pamela R.; Horton-Deutsch, Sara L.; McNelis, Angela M.; Pesut, Daniel J.There is a critical need for faculty, a shortage of clinical sites, and an emphasis on quality and safety initiatives that drive increasing use of simulation in nursing education. Debriefing is an essential component of simulation, yet faculty are not consistently prepared to facilitate it such that meaningful learning, demonstrated through clinical reasoning, occurs from the experience. The purpose of this exploratory, quasi-experimental, pre-test-post-test study was to discover the effect of the use of a simulation teaching strategy, Debriefing for Meaningful Learning (DML), on the development of clinical reasoning in nursing students. Clinical reasoning was measured in 238 participant students from a Midwestern university school of nursing taking an adult health course that uses simulation. Participants were assigned to either the experimental or control group where the DML was compared to customary debriefing using the Health Sciences Reasoning Test (HSRT) before and after the debriefing experience, and the Debriefing Assessment for Simulation in Healthcare©–Student Version (DASH©–SV) with four supplemental questions about the DML (DMLSQ) process, during the post-debriefing assessment. This research sought to understand if the DML debriefing strategy positively influenced the development of clinical reasoning skills in undergraduate nursing students, as compared to usual and customary debriefing. The data revealed that there was a statistical difference between total mean test scores measured by the HSRT. There was, additionally, statistical significance in the change in scores between pre-test and post-test for those who used the DML as compared to the control. There was also a difference in the student’s perception of the quality of the debriefing measured by the DASH©–SV with the DML rated statistically higher than usual debriefing. Finally, there was a significant correlation, demonstrated through regression analysis, between the change in HSRT scores and students’ perception of quality debriefing and the use of the DML. This study contributes to the growing body of knowledge about simulation pedagogy, provides tools for use in debriefing, and informs faculty on best practices in debriefing.Item Effects of Training on Social Work, Nursing and Medical Trainees' Knowledge, Attitudes and Beliefs Related to Screening and Brief Intervention for Alcohol Use(2017-04) Carlson, Joan M.; Schwindt, Rhonda; Agley, J.; Gassman, R. A.; McNelis, Angela M.; Vannerson, J.; Crapp, D.; School of Social WorkIndiana University's Schools of Social Work, Nursing and Medicine formed a consortium to advance education for Screening Brief Intervention and Referral to Treatment (SBIRT). Trainees participated in SBIRT training and completed data collection before, immediately after, and 30 days after a face-to-face training. The study explored participants' perceptions about the training and the likelihood of implementing SBI in practice, including attitudes and beliefs that may be predictive of SBIRT utilization in clinical practice. Results show the training targeting SBI and MI behaviors may improve participants' self-reported competence with SBI. This improvement was consistent and strong in all programs. The study results also provided a preliminary indication that the training affected participants' perception of time utilization and compensation for performing SBI.Item Master's degree and post-master's certificate preparation for the academic nurse educator role : the use of the National League for Nursing Core Competencies of nurse educators as a curriculum guide(2016-11-08) Fitzgerald, Ann; Billings, Diane M.; Rawl, Susan M.; McNelis, Angela M.; Friesth, Barbara Manz; Morrone, AnastasiaThis study described the education courses in Master of Science in Nursing Education (MSN Ed) degree and post-master’s certificate (PMC) in nursing education programs and determined which of the eight NLN Core Competencies, used to certify nurse educators, were represented. Data regarding the required credit hours, practicum hours, distance accessibility, and preparation for the Certified Nurse EducatorCM (CNE) Examination also were collected. The study used a descriptive design using a web scraping technique. Program information was obtained from the accrediting bodies for graduate nursing programs in 2015. Course description data were obtained from web pages via curriculum plans, course catalogs, graduate handbooks, or other institutional web pages. Data were collected from each program website, collated, uploaded, and analyzed. In both types of programs, evidence was found for the NLN Core Competencies: Facilitate Learning (97%), Participate in Curriculum Design and Evaluation of Program Outcomes (97%), Use Assessment and Evaluation Strategies (95%), Pursue Continuous Quality Improvement in the Nurse Educator Role (88%), Engage in Scholarship (45%), Function as a Change Agent and Leader (30%), Facilitate Learner Development and Socialization (28%), and Function within the Educational Environment (12%). Only 36% and 40% of MSN Ed and PMC in nursing education programs, respectively, were completely distance accessible. Required credit hours varied from 28 to 65 for the entire MSN Ed and from 6 to 47 for the nursing education courses. PMC credit hours varied from 3 to 45. Practicum clock hours, for both programs, ranged from 60–500 while practicum credit hours ranged from 1–18. Revision of MSN Ed and PMC curricula is indicated to improve inclusion of content in all competency areas. Moreover, increasing the number of distance accessible programs may encourage more nurses to consider a master’s degree or post-master’s certificate in nursing education.Item Nursing students' experiences and responses to faculty incivility: a grounded theory approach(2016-08-26) Holtz, Heidi Kathleen; Rawl, Susan; Draucker, Claire Burke; McNelis, Angela M.; Ironside, Pamela M.In nursing education, faculty incivility toward students is a serious issue that affects the quality of nursing programs and is a precursor to incivility in the nursing workforce. Recent studies demonstrate that more nursing faculty members than previously thought engage in uncivil behaviors toward students. Faculty incivility can be distressing to nursing students and negatively impact learning environments, student learning, and perhaps patient outcomes. Little is known, however, about how students perceive experiences of faculty incivility and how these experiences unfold. The purpose of this grounded theory study was to develop a theoretical framework that describes how incidents of faculty incivility toward traditional Bachelor of Science in Nursing (BSN) students unfold. Thirty traditional BSN students from the National Student Nurses Association who had experienced faculty incivility participated in a semi-structured interview. Analysis of the participants’ narratives was done in two phases. In Study Part 1, content analytic procedures were used to develop a typology that describes six types of faculty incivility that were labeled as follows: judging or labeling students, impeding student progress, picking on students, putting students on the spot, withholding instruction, and forcing students into no-win situations. In Study Part 2, constant comparison analysis was conducted. Segments of data were coded, similar codes were grouped into categories, the dimensions of the categories were determined, and the categories were organized into the final framework. The framework depicts a three-stage process with a focus on strategies students use to manage faculty incivility. The strategies were labelled as followed: seeking help from other professors, commiserating with peers, going up “the chain of command,” keeping one’s “head down,” getting professional help, and giving oneself a “pep-talk.” The findings provide a foundation for the development of programs to reduce faculty incivility in BSN programs and to help students manage it when it occurs.Item A Systematic Review of Family Meal Frequency and Risk Taking Behaviors in Adolescence(Office of the Vice Chancellor for Research, 2015-04-17) Eads, Michelle; Meeks, Jessica; Stamper, Morgan; Hanna, Kathleen; McNelis, Angela M.The purpose of this systematic review is to examine the association between adolescent health behaviors (alcohol use, cigarette smoking and marijuana use) and family meal routines. Following the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses by Mosher and colleagues, the search was conducted using select databases (CINAHL, Medline, PSYCHINFO, and Social Science Index). Keywords were family meals and adolescence. The search parameters were set to include adolescent’s ages 9-18, English language and journal articles only. The preliminary search generated 169 articles and one article was added from the reference lists. A total of 11 articles met the criteria for the review after 159 articles were excluded due to duplication and initial review. Three of seven studies that examined the relationship between tobacco use and family meals found an inverse relationship between the two for both male and females. Seven articles examined family meal frequency and marijuana use. Four of those articles found an association between an increased frequency of meals and a decreased use of marijuana in females but not males. Three of seven articles found an inverse relationship between alcohol use and family meal routines. Family meals appear to be a protective factor for adolescent risky health behaviors, however, more research is needed to examine the quality and quantity of family meals. The “dosage” would be important in developing guidelines for education and intervening with families.Item Variables Associated With Intent To Use Learning Style Preference Information By Undergraduate Nursing Students(2011-03-10) Burruss, Nancy M. H.; Billings, Diane McGovern; Halstead, Judith A.; Bakas, Tamilyn; McNelis, Angela M.Increasing the success of diverse undergraduate students is central to the mission of many nursing programs. Numerous programs administer learning style inventories in order to obtain baseline information about students’ learning needs. However, little is understood about students’ intent to use the learning style preference information. The purpose of this study was to examine variables associated with intent to use learning style preference information by undergraduate nursing students. Variables included demographic, academic, and learning style preference variables as well as students’ ability to explain learning style preference information, obtained from a commercial learning style inventory. A purposive convenience sample (N = 219) was obtained from six baccalaureate nursing programs in different geographical areas to achieve adequate learner diversity for the variables to be studied. A researcher-developed survey entitled Intent to Use Learning Style Preference Information was used to collect study data. Students responded to questions regarding demographic, academic, and learning style preference information. Pearson correlation, independent samples t test, analysis of variance, and multiple linear regression methods were used for statistical analyses. The significant variables of type of BSN program, years of education, person who shared results, perception of usefulness of learning style assessment, and ability to explain learning style preference information, when entered into the regression model, accounted for 32.5% of the variance in the intent to use learning style preference information, F(5, 198) = 19.07, p < .001. Intent to use learning style preference information was greater for BSN students in four-year programs as opposed to accelerated programs, those with fewer overall years of education, whose results were shared by an academic advisor rather than faculty, who perceived their learning style assessment as useful, and who had high ability to explain their learning style preference information. Evaluation of fiscal resources required for administration of learning style inventories and perceived usefulness of the information by students is critical. Implications from this study include ensuring students’ ability to understand and explain their learning style preference information, as well as providing strategies that students can utilize throughout their curriculum. Further research is recommended to determine the impact of implementation strategies.