ABSTRACT
ABSTRACT: Although it has been proven that the classroom experience is enhanced when students come prepared to class, there is insufficient evidence on students' perspectives about what motivates them to prepare for class. This qualitative phenomenology study included records review from 130 accelerated second-degree undergraduate nursing students and a focus group and interviews to discover what motivates students to prepare for class. The data analysis revealed five prominent themes: knowing what to study, deep learning, accountability, getting into the textbook, and content engagement. The study validated several interventions that successfully motivate students to prepare for class.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Focus Groups , Humans , Motivation , Qualitative ResearchABSTRACT
BACKGROUND: Promoting civility in nursing education can be accomplished with civility teams, assessing perceptions of civility and developing initiatives to address areas needing improvement. PROBLEM: There is a lack of information about the effectiveness of civility teams in nursing education, leading to uncertainty on how to develop and assess civility teams. APPROACH: This article discusses how 1 school of nursing implemented a civility team and used the Clark Healthy Work Environment Inventory to assess the impact of the team. OUTCOMES: The civility team used the inventory responses from 110 team members to establish civility action items. One year later, the inventory was repeated, and the responses from 122 team members were used to evaluate the impact of the civility action items. CONCLUSION: This program evaluation indicates an effective way for nursing programs to develop civility initiatives using a validated assessment tool to create and evaluate civility action items.
Subject(s)
Education, Nursing , Students, Nursing , Humans , Nursing Education Research , WorkplaceABSTRACT
BACKGROUND: The study purpose was to explore the experiences of nurse educators when teaching undergraduate nursing students through the lens of transformative learning theory. METHOD: This qualitative case study used interviews of 11 nurse educators who employ teaching strategies developed from the perspective of transformative learning theory. Multiple data sources were added to the study to enhance credibility of the findings: two program administrator interviews, qualitative surveys for 97 nursing students, five classroom observations, and records review. RESULTS: Using inductive analysis, the data collection revealed five prominent themes: Stepping Off the Stage, Teaching Outside the Box, Finding the Balance, Who's in Charge?, and Seeing Is Believing. CONCLUSION: The five themes provided insights into a previously unknown phenomenon in nursing education. The use of transformative learning strategies by this group of nurse educators illustrated innovative approaches to enhance teaching effectiveness, optimize student learning outcomes, and achieve the level of transformation nursing graduates need to successfully perform in the complex health care environment. [J Nurs Educ. 2019;58(4):225-228.].
