Demystifying the Technology Barriers of Nurse Educators.

BACKGROUND: Technology is pivotal in nursing education, with methods such as the flipped classroom, active learning, and patient simulation becoming integral. Despite this, persistent barriers hinder technology's full integration. METHODS: An online survey collected data from nursing faculty members (n = 1761) in prelicensure nursing programs. The survey assessed their views on technology, barriers, training needs, and importance in classroom and simulation settings. RESULTS: Participants highlighted financial support, commitment, and administrative support as critical for technology adoption. Statistical analysis of the results revealed differences in the rankings of the importance of technology, emphasizing the significance of these factors. Additionally, time in the classroom was noted as a significant barrier. CONCLUSIONS: Technology's role in nursing education continues to expand. Overcoming financial constraints and enhancing faculty buy-in are essential for successful technology integration, ultimately, improving informatics competencies and advancing technological nursing education.

Experiential Learning for Prelicensure Nursing Students: A Pediatric Special Needs Respite Program.

BACKGROUND: A respite program at a southeastern university was developed to provide respite services to local families of children with special needs and to integrate a hands-on clinical experience for nursing students. METHOD: To assess the nursing students' perceptions of participating in the respite program experience, a survey was administered to prelicensure nursing students. RESULTS: Analysis of survey data revealed all participants were satisfied with the respite experience, perceived they will be able to apply knowledge obtained, and acknowledged opportunities to enhance soft skills. Survey results can be used to affirm positive student perceptions associated with a respite clinical learning experience. CONCLUSION: Valuable data describing experiences of undergraduate nursing students who participated in the respite program was obtained. This innovative learning experience meets a community need for children with special needs while providing experiential learning with diverse populations. [J Nurs Educ. 2023;62(3):180-182.].

Evaluating Leadership Behaviors and Patient Safety Competencies During a Timed Multiple-Patient Simulation.

ABSTRACT: A digital count-up clock was incorporated into a multiple-patient simulation that required nursing students to respond to laboratory values and administer medications in a timely fashion. This study utilized observational methodology to analyze student response times and leadership behaviors. Results indicated a count-up clock can be utilized to assess attainment of patient safety competencies. Leadership behaviors observed included time management and collaboration. Utilization of the count-up clock enabled faculty to determine that quality and safety measures were being achieved. This pilot study sets precedence for more rigorous research to measure nursing student competencies where time matters.

Escape Room Relay Race: "Go for the Gold" in Formative Assessment.

BACKGROUND: Immersive learning activities, such as escape room educational gaming in nursing simulation laboratories, have proven to be effective teaching strategies that promote communication and teamwork. These activities also provide educators with opportunities to assess clinical skills competencies, as well as providing them with a means for evaluating the transfer of didactic knowledge to clinical practice. METHOD: An obstetrical skills relay race with an escape room element was created as a formative evaluation method to determine if nursing students were able to demonstrate competency related to the identified learning needs. RESULTS: The competitive aspects of this learning activity were perceived as exciting and motivating by the educators and students. CONCLUSION: An escape room-themed relay race incorporated into an obstetric skills laboratory is considered an innovative and formative evaluation method, as well as an engaging and motivating learning activity for nursing students. [J Nurs. Educ. 2020;59(11):646-650.].

The Healthy African American Families' risk communications initiative: using community partnered participatory research to address preterm birth at the local level.

Preterm birth is the leading cause of infant death for African Americans and is significantly associated with lifelong morbidity. Primary prevention efforts using medical strategies to reduce the rates of preterm birth have been unsuccessful. Using community partnered participatory processes, the Healthy African American Families project in Los Angeles developed a multilevel, risk communications strategy to promote awareness about preterm birth in the local community. Participants included community members, community-based organizations, local government, healthcare providers, and national-level advocates. The initiative focused on increasing social support for pregnant women, providing current information on preterm birth risks, and improving quality of health services. The initiative includes components addressing community education, mass media, provider education, and community advocacy. Products include 100 Intentional Acts of Kindness toward a Pregnant Woman, a doorknob brochure on signs and symptoms of preterm labor, and an education manual on preterm birth and other African American health issues. Cooperation, affiliation, and community self-help were key aspects of the planning process and the health promotion products. Additional community benefits included increased leadership and skills development. The process and products described here may be useful in other communities and for addressing other health outcomes in communities of color.

One Hundred Intentional Acts of Kindness toward a Pregnant Woman: building reproductive social capital in Los Angeles.

This article describes the development of an innovative community-based program, One Hundred Intentional Acts of Kindness toward a Pregnant Woman (100 Acts), which seeks to increase reproductive social capital for pregnant women in south and central Los Angeles communities. Reproductive social capital includes features such as networks, norms, and social trust that facilitate optimal reproductive health within a community. 100 Acts was designed and developed by the Healthy African American Families project, using community participatory methods, to increase local community and social network support for pregnant women. Dialog groups with pregnant women identified specific actions that families, friends, and strangers might do to support pregnancies. Participants primarily wanted emotional and instrumental support from family and friends. From strangers, they wanted respect for personal space and common courtesy. Based on these results, the 100 Acts was created for use in the Los Angeles community. 100 Acts encourages and engages active participation from community members in promoting healthy pregnancies. By seeking to increase community-level reproductive social capital, 100 Acts shifts the provision of social support during pregnancy from a high-risk approach to a population approach. 100 Acts also establishes new social norms about how pregnant women are valued, treated and respected.