Browsing by Subject "Nursing education"
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Item An evaluation of the impact of an intercultural service learning experience on the development of transcultural self-efficacy of nursing students(2014-11-06) Schmidt, Lynn Marie; McNelis, Angela; Dreifuerst, Kristina Thomas; Horton-Deutsch, Sara; Lay, KathyThe increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.Item Examining facilitators for men during nursing education: development and psychometric testing of the survey of facilitators for men (SFM)(2015) Clark-Ott, Dorothy G.; Bakas, Tamilyn; Ellett, Marsha; Horton-Deutsch, Sara L.; Pesut, Daniel J.Despite outstanding employment opportunities and high demand to address the global nursing shortage, men who consider becoming nurses are less likely to enroll in and to graduate from nursing programs. Many barriers that men commonly encounter during nursing education have been found in the literature; however, there is a lack of theoretically based research that examines factors that help men succeed as they study nursing. Based on a conceptual model derived from O’Lynn’s construct of male friendliness in nursing education and Frankl’s theory of will to meaning and purpose in life, this study examined facilitators for men during nursing education. This was accomplished through the development and psychometric testing of the Survey of Facilitators for Men (SFM) in a sample of 145 men in nursing. Strong evidence of reliability and validity was provided for the SFM consisting of three subscales (Internal facilitators, External Connections facilitators, and Institutional facilitators). Internal facilitators consist of intrapersonal strengths, experiences, and motivators. External Connections facilitators are interpersonal connections that emerge from relationships that men develop. Institutional facilitators involve structural or organizational aspects of institutions that ease barriers. Testing provided satisfactory evidence of internal consistency (α = .85) and test-retest reliability (intraclass coefficient = .72; confidence interval = 0.57–0.83). Dimensionality of three facilitator subscales was supported by Principle Axis Factoring with Varimax rotation and satisfactory factor loadings (.49–.72). Support for the conceptual model was provided using multiple regressions explaining 17% of the variance in purpose in life [F(4, 140) = 6.99, p < .001], 13% of the variance in GPA [F(6, 114) = 2.88, p < .01], and 49% of the variance in perception of nursing success [F(9, 128) = 13.42, p < .001]. Purpose in life was associated with Internal facilitators and comfortable income, GPA was associated with External Connections facilitators and age at BSN, while perception of nursing success was associated with purpose in life, holding an MSN, having a comfortable income, and having children. Future research is warranted to determine the usefulness of the SFM in designing strategies to recruit and retain men in nursing programs.Item Experiences of African American students in pre-licensure schools of nursing: a qualitative descriptive study(2015-12-17) White, Barbara Jean; Ironside, Pamela M.; Dreifuerst, Kristina Thomas; Crowder, Sharron J.; Mutegi, Jomo W.Despite more than 40 years of research and governmental support, African Americans continue to be underrepresented in the nursing profession compared to the population it serves. Though some progress has been made over the past 20 years, the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), National Black Nurses Association (NBNA) and Institute of Medicine (IOM) continue to identify increasing diversity as a disciplinary priority. Further understanding of the experiences of African American nursing students is needed to inform decisions about recruitment, retention and successful matriculation of these students. This qualitative descriptive study focused on understanding the experiences, and the meaning those experiences had, for African American students who attended predominately European American schools of nursing. Data were collected through semi-structured interviews with fourteen African American nurses who shared their experiences in pre-licensure nursing programs. Thematic analysis revealed two salient themes: "Standing out" and "It's not just about me." The findings from this study shed new light on this persistent issue and inform faculty members and nursing school administrators about the strategies and ways of framing the educational experience that may create environments that are welcoming to African American students to address the retention of African American students in pre-licensure nursing programs.Item Grit and deomgraphic characteristics associated with nursing student course engagement(2015-03-03) Robinson, Wanda Lynn; Bakas, Tamilyn; McNelis, Angela; Friesth, Barbara Manz; Horton-Deutsch, SaraEducating a sufficient nursing workforce to provide high quality, compassionate, and ethical care to an increasingly diverse population is an ongoing challenge and opportunity for nurse educators. Current literature highlights the importance of engaging students in learning to strengthen student achievements. Fostering student engagement within nursing courses is particularly important. Grit (consistency of interest and perseverance of effort) is a factor that may be associated with student course engagement. Demographic characteristics of age, gender, race/ethnicity, prior education, degree program, and self-reported grade point average (GPA) also may be factors associated with student course engagement. Guided by a conceptual model derived from the literature, the purpose of this study was to determine whether grit and demographic characteristics were associated with student course engagement (skills, emotion, participation/interaction, and performance) within a nursing course. Using an exploratory, descriptive, cross-sectional design, a convenience sample of 97 nursing students in a didactic health assessment course was administered the Student Course Engagement Questionnaire (SCEQ), visual analog scales for student engagement, Grit-S Scale, and a Student Demographic Characteristics form. Using multiple regression, 22% of the variance (21% Adjusted) of total student engagement (SCEQ) was explained by total grit scores (Grit-S) F(1,95) = 26.54, p<.001. Further analyses of student engagement were conducted using the SCEQ subscales and visual analog scales with similar results. Findings provided support for the conceptual model used to guide the study, although replication of the study was recommended across varied learning environments. Findings warrant further study regarding grit as a potential area for the future development of strategies to foster engagement of nursing students in the classroom.Item Integrating Palliative Care into Nursing Care(Wolters Kluwer, 2022) Parekh de Campos, Amisha; Levoy, Kristen; Pandey, Shila; Wisniewski, Renee; DiMauro, Pierce; Ferrell, Betty R.; Rosa, William E.; School of NursingThe need for palliative care in our health care system has exponentially increased in the past few years as a result of the COVID-19 pandemic, the aging population, and the increasing number of people living with serious illnesses. While nurses play a critical role in delivering palliative care, many lack confidence and knowledge, causing practice gaps in the clinical and psychological management of seriously ill patients. The collective burden of the pandemic has demonstrated the importance of palliative care education and training, specifically in communication, symptom management, and continuing education. All nurses, including nursing students, transitioning nurses, and practicing nurses, should be trained to offer generalist (or primary) palliative care, in accordance with the American Association of Colleges of Nursing Essentials: Core Competencies for Professional Nursing Education. Provision of holistic, relationship-based, and integrated palliative care for patients and their families is an ethical obligation for all nurses.Item Observational experiential learning facilitated by debriefing for meaningful learning : exploring student roles in simulation(2018-07-25) Johnson, Brandon Kyle; Reising, Deanna L.; Wonder, Amy Hagedorn; Friesth, Barbara Manz; Byrne, Bobbi J.Simulation is an educational strategy used in prelicensure nursing education that has been demonstrated to effectively replace selected clinical experiences. Simulation experiences may include the use of differing roles including the active participant, who makes decisions during the simulation and the passive observer, who watches the simulation unfold. There is a lack of rigorous research testing whether students in the passive observer role during simulations demonstrate and retain knowledge similarly to those in active participant roles. In addition, differences in knowledge applied to a contextually similar case between those who actively participate and passively observe have not been studied. The purpose of this study was to explore the relationship between nursing student’s roles in simulation and cognitive knowledge demonstration, retention, and application about two contextually similar cases of respiratory distress. An experimental, pretest-multiple posttest, repeated measures study was conducted with a convenience sample of 119 baccalaureate prelicensure nursing students from a large multi-campus Southwestern university. Two knowledge instruments were administered throughout different stages of the simulation and four weeks later. Associations between role in simulation and scores on the knowledge instruments were examined using t-tests and mixed repeated measures-analysis of variance. Of the 59 active participants and 60 observers, there were no significant differences in knowledge demonstrated or retained after simulation, after debriefing, or four weeks later. Additionally, there were no significant differences in knowledge demonstrated when applied to a contextually similar case after debriefing or four weeks later between active participant and observer. Future research is needed to examine these relationships in larger and more diverse samples and different contextual clinical situations in simulation. These results will contribute to the further testing and implementation of using observation as a strategy for teaching and learning with simulation for nursing and health professions education.Item Outcomes of a National Training Curriculum to Advance Generalist Level Palliative Care(Mary Ann Liebert, 2023) Ferrell, Betty R.; Paice, Judith A.; Coyne, Patrick J.; Economou, Denice; Thaxton, Cheryl Ann; Wholihan, Dorothy; Battista, Vanessa; Haskamp, Amy; Pediatrics, School of MedicineBackground: The adoption of palliative care as an integral component of health care has led to the need for generalist level providers, especially important in serious illnesses such as cancer. Objectives: The goals of this National Cancer Institute-funded training program were to (1) identify the eight domains of quality palliative care applied to oncology practice, (2) demonstrate skills for oncology advanced practice registered nurses (APRNs) in the domains of palliative care, and (3) develop goals for implementing the skills training in practice through process improvement, staff education, and clinical care. Design: The training program led by the End of Life Nursing Education Consortium (ELNEC) project included oncology APRNs in a three-day training course with one-year follow-up for ongoing support and to assess impact. Settings: Five training courses included 430 APRNs from 46 U.S states including both pediatric and adult oncology settings. The project included 25% minority participants. Measurement: Measures included participant goal implementation, course evaluations, and surveys to assess implementation and palliative care practices (precourse, 6 and 12 months postcourse). Results: The ELNEC oncology APRN training course resulted in changes in practice across domains, improved perceived effectiveness in clinical practice, and valuable insight regarding the challenges in generalist level palliative care implementation. Conclusion: The ELNEC oncology APRN course serves as a model for the palliative care field to advance generalist level practice. Future training efforts can build on this project to reach more oncology professionals and those in other areas of serious illness care.Item Peer Collaborative Clinical Decision-Making in Virtual Reality Nursing Simulation(2023-05) Ngo, Thye Peng; Reising, Deanna L.; Draucker, Claire Burke; Barnes, Roxie; Kwon, KyungbinIn nursing education, it is common for students to collaborate and make decisions as a group in simulations. One of the vital nursing competencies is students’ ability to make sound clinical judgments and decision-making in simulation. Teamwork among students in simulation significantly affects their critical thinking and clinical reasoning. However, how students collaborate and make decisions in simulation is a complex phenomenon and not well studied and understood. In addition, most existing decision-making frameworks, such as Tanner’s Clinical Judgment Model and the National Council of State Boards of Nursing’s Clinical Judgment Measurement Model, focus solely on individual decision-making. Alternatively, teamwork and collaboration frameworks, such as TeamSTEPPS®, emphasize interprofessional collaboration rather than intraprofessional or peer-to-peer collaboration. Furthermore, peer collaboration and decision-making cannot be accurately measured without a theoretical framework. Because clinical decision-making in nursing practice is a complex process that involves peer collaboration, more research is needed to explore how nursing students collaborate and make decisions in simulation. This qualitative study comprises of a hybrid concept analysis and Charmaz’s constructivist grounded theory to explore prelicensure nursing student’s peer collaborative clinical decision-making (PCCDM). The concept analysis develops a comprehensive definition of PCCDM based on theoretical and empirical data. The grounded theory develops the theoretical framework that captures the process of PCCDM, which consists of the three major domains of group cognition, behavior, and emotion. These domains undergo the peer regulatory process of awareness, communication, and regulation within the individual and collaborative space at various simulation phases. Additionally, a thematic analysis further explores group emotion in PCCDM as the domain is the least studied in nursing simulation. This study provides the framework to support healthcare and nursing simulation involving peer collaboration and decision-making.Item Persistence of Students in RNBS Completion Online Programs(2009-06-24T12:55:32Z) Strevy, Sonia R.; Billings, Diane M.; Halstead, Judith A.; McDaniel, Anna M.; Morrone, Anastasia S.The nursing shortage has reached unprecedented levels in the United States. In a response to meet current educational needs and demands to recruit, retain, and expand enrollment of students in baccalaureate programs in nursing, the growth of online education has been dramatic. As growth continues, graduation rates and program retention are a concern. The purpose of this study is to examine the relationship between student motivation, academic context, cost-benefit appraisal, and intent to persist in RNBS completion online programs. The conceptual model used in this study was Student Online Academic Persistence a researcher developed model which is primarily based on the work of Tinto, Bean & Metzner, and Rosenbaum. Research questions: 1. Among students enrolled in RNBS completion online programs, do motivation and context predict cost-benefit appraisal? 2. Among students enrolled in RNBS completion online programs, what is the relationship between cost-benefit appraisal and intent to persist in the program? Data were collected via a Web-based self-report questionnaire and subjected to descriptive and inferential analyses which included the use of linear regression and correlations. From a population of 3606 students from three schools of nursing who were enrolled in an RNBS completion online program, 704 usable surveys were returned, with a response rate of 19%. Technology self-efficacy correlated positively with goal orientation, goal commitment, satisfaction with institution and faculty, cost-benefit appraisal and intent to persist. Goal commitment to the program and satisfaction with institution were found to be important in the persistence of students. A continual decision making process involving cost-benefit appraisal was also found to impact student intention to persist in the program of study. Recommendations for faculty include assuring student technology self-efficacy and developing an online transition course designed to normalize the experience of adults engaging in online education. Future research which further tests the Student Academic Online Persistence model and explores the lived experience of the online student is suggested.Item The Role and Practice of Clinical Nurse Specialist in Nigeria(Springer, 2021) Obichi, Chidiebele Constance; Anieche, John Emenike; Osuala, Eunice Ogonna; Oruche, Ukamaka M.; Fulton, Janet S.; Holly, Vincent W.Although the clinical nurse specialist was recognized as an expert practitioner in the United States for 50 years, there is an absence of a framework for the clinical nurse specialist role in Nigeria. There are three pathways through which the federal government, state government, and private sector provide specialist education and training for nurses in Nigeria. Nurses who have received graduate education should practice to the full extent of their education and training. Also, nurses who have their practice expanded in the treatment of communicable diseases and reproductive, maternal, newborn, and childcare should be appropriately recognized. This chapter explores challenges to developing the clinical specialist nurse role in Nigeria and the extent to which the clinical nurse specialist role is evolving in Nigeria through specialist education and training for nurses. Regardless of the pathway, setting, or specialty, Nigerian nurses may have achieved many clinical nurse specialist core competencies without a formal master’s education. Hence, Nigeria is long overdue for the development, recognition, and legal inclusion of the clinical nurse specialist role and practice in the career structure of nurses at all levels of the Nigerian health system.