Becoming a Transformative Nurse Educator: Finding Safety and Authenticity.

The study purpose was to evaluate and strengthen this program's nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting "Aha!" moments, and c) Safety with a capital "S". These findings were used to strategically revise the entire nurse educator curriculum.

Techniques to Promote Reflective Practice and Empowered Learning.

BACKGROUND: Health care environments are fraught with fast-paced critical demands and ethical dilemmas requiring decisive nursing actions. Nurse educators must prepare nursing students to practice skills, behaviors, and attitudes needed to meet the challenges of health care demands. Evidence-based, innovative, multimodal techniques with novice and seasoned nurses were incorporated into a baccalaureate (BSN) completion program (RN to-BSN) to deepen learning, complex skill building, reflective practice, teamwork, and compassion toward the experiences of others. METHOD: Principles of popular education for engaged teaching-learning were applied. Nursing students experience equitable access to content through co-constructing knowledge with four creative techniques. RESULTS: Four creative techniques include poem reading aloud to facilitate connectedness; mindfulness to cultivate self-awareness; string figure activities to demonstrate indigenous knowledge and teamwork; and cartooning difficult subject matter. CONCLUSION: Nursing school curricula can promote a milieu for developing organizational skills to manage simultaneous priorities, practice reflectively, and develop empathy and the authenticity that effective nursing requires. [J Nurs Educ. 2018;57(2):115-120.].

Cultural safety in New Zealand and the United States: looking at a way forward together.

Cultural safety emerged in Aotearoa, New Zealand as a nursing response to bicultural interactions between indigenous Maori and other New Zealanders. The purpose of this research is to describe the meaning and experience of cultural safety as depicted by nurses in New Zealand and to illustrate the potential for this to inform U.S. nursing education and practice. This interpretive hermeneutic study explored cultural safety as described by 12 experienced nurses who were selected through snowball and purposive sampling. Audiotaped interviews were conducted after ethics approval. Interpretive analysis uncovered five themes that are described with data and paradigm cases. Cultural safety considers the perspective of the patient as the norm in contrast to the culture of health care. Understanding historical power differences and personal biases can help challenge victim-blaming responses by health care providers. Incorporating these understandings into reflective practice enhances the possibility of culturally safe learning for students and culturally safe care for patients.

Outcomes of teaching baccalaureate nursing students about mastitis utilizing a multimodal teaching tool.

Annually, 10-33% of U.S. lactating women develop mastitis. Often underreported, mastitis has acute and chronic sequelae with rare documented cases of invasive breast surgery due to pervasive infection. Evidenced-based prevention, early recognition, and treatment of mastitis are not emphasized in the undergraduate nursing profession textbooks or academic settings. Using current evidence-based research on postpartum mastitis, and concepts of maximizing cognition, this pre and post test study examines the knowledge acquired and retained utilizing traditional teaching methods compared to a multimodal teaching video on mastitis with a baccalaureate nursing student population. A significant difference in knowledge acquisition was noted between pre and post tests results. Furthermore, using Benner's novice to expert criteria, baccalaureate student nurses improved their ability to articulate lay and professional descriptions of and treatment for mastitis. These results emphasize the significance of lactation curricula in undergraduate nursing programs and the importance of utilizing multimodal delivery methods.