Using Mid-Fidelity Simulation and Peer Teaching to Educate First-Semester Nursing Students to Accurately Complete a Shift Assessment and Properly Communicate Findings.

ABSTRACT: Inadequate hand-off communication between nurses has been identified as a primary contributing factor leading to medical errors. The purpose of this innovative study was to assess first-semester nursing students' ability to accurately complete a shift assessment and properly communicate findings. Graduate assistants evaluated students' ability to accurately complete a shift assessment, report assessment findings, and identify at least one abnormal finding. The data related to student learning satisfaction and self-confidence were collected from participants during their shift assessment check-off.

Academic and Nonacademic Predictors of BSN Student Success on the HESI Exit Exam.

First-time success rate on the NCLEX-RN examination has significant implications for BSN students, faculty, and schools of nursing. Many nursing programs utilize standardized examinations such as the HESI Exit Exam to quantify student success on knowledge of nursing concepts and to prepare students for success on the NCLEX-RN. Nursing faculty must be able to identify predictors of student success early in the nursing program in order to offer appropriate support and remediation. The purpose of this retrospective, correlational study was to determine predictive variables of BSN student success on the HESI Exit Exam in a southeastern university. Students who reported higher test anxiety scored significantly lower on the HESI Exit Exam. Higher medical-surgical I HESI examination scores, higher medical-surgical II HESI examination scores, higher obstetrics HESI examination scores, and higher final grade point average were significant predictors of students' HESI Exit Exam scores and accounted for 39% of the variance in the scores. Results from this study suggest implementing remediation based on HESI Specialty Exam scores and interventions aimed at reducing test anxiety.

Resilience in first and second semester baccalaureate nursing students.

Objectives Examine and analyze the resilience levels of first and second semester BSN students in order to check for significant increases and decreases in resilience levels and factors. Methods Resilience levels were collected using the Connor Davidson CD-RISC-25 tool in both first and second semester students. Results No significant increases in resilience from first to second semester were noted, as anticipated. Several key areas showed significant decrease. Conclusion Resilience levels do not necessarily increase from one semester to the next; however, several significant decreases in levels did occur, suggesting a need for a resilience training module in the nursing program.

Advanced practice nurses leading the way: Interprofessional collaboration.

Healthcare delivery has become increasingly complex and fragmented. Leading healthcare organizations, such as the Institute of Medicine and the World Health Organization, have recognized that interprofessional collaboration is essential to improve healthcare delivery. The process of integrating interprofessional collaboration is complex and involves overcoming historical hierarchical factors and professional boundaries. The integration of interprofessional education in healthcare professions can help to alleviate these barriers. Furthermore, the inclusion of transformational leadership competencies in nursing education will help to prepare future nurses for leadership roles in collaborative practice. Nursing leaders must be prepared with foundational transformational leadership competencies in order to meet the challenges of leading collaboratively with other professions. The purpose of this manuscript is to explore the concept of interprofessional collaboration, its benefits, historical challenges, and barriers. In addition, interprofessional education and the role of nursing leadership in the implementation of interprofessional collaboration in healthcare practice are explored.

Assessing the effects of a sexually transmitted disease educational intervention on fraternity and sorority members' knowledge and attitudes toward safe sex behaviors.

BACKGROUND AND PURPOSE: College years are a time young adults examine high-risk sexual behaviors, increasing their risk for sexually transmitted diseases (STDs). Fraternity/sorority membership has been identified as one factor contributing to increased risky sexual behavior in college students. This study measured the effectiveness of an educational intervention targeting STD prevention in fraternity and sorority members, and examined relationships between STD knowledge, attitudes, and demographics. METHODS: A descriptive, correlational design was used. Pre- and posttest data were collected from fraternity and sorority members (N = 132). Instruments measured demographic characteristics, STD knowledge, and attitudes toward safe sex behaviors. CONCLUSIONS: There was a significant increase in STD knowledge from baseline (M = 13.03, SD = 6.5) to 1 week (M = 20.27, SD = 4.9) t (131) = -13.53, p = .000. Males were more likely to report attitudes toward risky sexual behavior rs(132) = .323, p = .000, and as knowledge increased, attitudes became more favorable to safe sex behaviors (pre-STD knowledge and preintervention attitudes, r(132) = -.249, p = .004; post-STD knowledge and postintervention attitudes, rs(132) = -.307, p = .000). IMPLICATIONS FOR PRACTICE: Results support that brief STD educational interventions can increase STD knowledge. College health centers must aim to provide sexual health education to all students at every visit.