ABSTRACT
Faculty perspectives about holistic nursing education (HNE) were investigated in this descriptive study. All nurse faculty teaching in a religious-affiliated university were invited to complete a researcher-developed survey; surveys were analyzed to identify themes related to respondents' definitions of HNE. Themes included teaching holistic nursing, seeing with holistic eyes, and using holistic pedagogy. Respondents' definitions of HNE were found to be consistent with professional standards and competencies. Respondents were nearly unanimous in describing the importance of educating students to see persons holistically, engage in reflection and self-care, and be knowledgeable about holistic nursing and complementary health approaches.
Subject(s)
Education, Nursing , Holistic Nursing , Students, Nursing , Faculty, Nursing , Humans , TeachingABSTRACT
PURPOSE: This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP). BACKGROUND: Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported. METHOD: Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty. RESULTS: Respondents (551 faculty and nurse administrators) described the importance of EBTP in nursing education, used multiple sources of evidence in their faculty responsibilities, and identified factors that influence their ability to use EBTP. CONCLUSION: EBTP in nursing education requires sustained institutional, administrative, and collegial support to promote faculty effectiveness and student learning.
Subject(s)
Education, Nursing/organization & administration , Educational Measurement/methods , Evidence-Based Nursing/organization & administration , Faculty, Nursing , Problem-Based Learning/methods , Teaching/methods , Clinical Competence , Curriculum , Data Collection , Female , Humans , Male , Middle Aged , Nursing Education Research , Socioeconomic Factors , United StatesABSTRACT
Recent changes in health care legislation have presented an unprecedented opportunity for nurses to engage as full partners in transforming health care (Institute of Medicine, 2010). According to diverse opinion leaders from insurance, corporate, health services, government, and higher education, nurses should have more influence than they do now on health policy, planning, and management (Robert Wood Johnson Foundation, 2010). More than ever before, nursing needs leaders, and nursing faculty are in a pivotal position to educate leaders in nursing. This article describes the findings of a descriptive study that surveyed nursing faculty teaching in all degree levels to ascertain how they prepare students to be leaders in nursing. Data were analyzed using qualitative methods. Findings demonstrate that faculty engage in self-development as leaders, promote student role development as leaders, and use multiple teaching-learning strategies to educate students to be leaders in nursing.
Subject(s)
Education, Nursing, Baccalaureate/organization & administration , Faculty, Nursing/organization & administration , Leadership , Cross-Sectional Studies , Evaluation Studies as Topic , Female , Hospitals, University , Humans , Male , Professional Competence , United StatesABSTRACT
The Three Cs Model integrates the National League for Nursing Accrediting Commission's accreditation standards. The three major concepts of this model -- Context, Content, and Conduct -- relate to one or more of the accreditation standards. This model has been used to integrate three levels of programs in one nursing department and facilitate the self-study process for ongoing accreditation of each program. The model is used to implement the nursing department's strategic plan, provide a systematic framework for curriculum and program evaluation, design graduate courses, and develop a new doctor of nursing practice program. The Three Cs Model provides an innovative framework that integrates standards to verify, clarify, and amplify excellence in nursing education.
Subject(s)
Accreditation/methods , Education, Nursing, Baccalaureate/standards , Models, Educational , Models, Nursing , Program Development/methods , Program Evaluation/methods , Curriculum/standards , Education, Nursing, Graduate/standards , Education, Professional, Retraining/standards , Faculty, Nursing/standards , Guidelines as Topic , Humans , Nursing Education Research , Organizational Objectives , Philosophy, Nursing , Planning Techniques , Societies, Nursing , United StatesABSTRACT
The National League for Nursing Core Competencies of Nurse Educators with Task Statements provide a comprehensive framework for preparing new nurse educators, implementing the nurse educator role, evaluating nurse educator practice, and advancing faculty scholarship and lifelong professional development. This article describes how one nursing department uses the core competencies with current faculty and in a graduate program that prepares nurse educators.
Subject(s)
Education, Nursing, Graduate/standards , Faculty, Nursing/standards , Guidelines as Topic , Job Description , Nurse's Role , Professional Competence/standards , Attitude of Health Personnel , Benchmarking/organization & administration , Curriculum/standards , Fellowships and Scholarships/standards , Health Knowledge, Attitudes, Practice , Humans , Interprofessional Relations , Minnesota , Needs Assessment , Nursing Faculty Practice/standards , Nursing Research/education , Nursing Research/standards , Self-AssessmentABSTRACT
The Hallmarks Survey is based on the 85 indicators recommended by the National League for Nursing (NLN) for the Hallmarks of Excellence in Nursing Education. With permission from the NLN, graduate students in nursing education developed this survey as a holistic and systematic tool for nurse faculty to use for assessment of program components. Analysis of data from 53 faculty respondents yielded areas of strength and areas for development for each hallmark category. Recommendations based on survey findings were disseminated to diverse audiences in multiple venues. A follow-up evaluation of the survey was also conducted. The Hallmarks Survey provides comprehensive assessment data that faculty may use to promote excellence in nursing education.
Subject(s)
Education, Nursing/standards , Faculty, Nursing/standards , Nursing Education Research , Program Evaluation , Data Collection , Humans , MinnesotaABSTRACT
Ethics education is an essential component of academic programs that prepare nurses for advanced practice; the concept of respect for human dignity is integral to this education. Sixty-three graduate students enrolled in their first course of a nurse practitioner program completed a researcher-developed Ethics Questionnaire that was designed to elicit their baseline ethics-related knowledge, including their understanding of the concept "respect for human dignity". Qualitative analysis of data yielded findings that validate the importance of using the American Nurses Association Code of Ethics for Nurses with Interpretive Statements as an essential foundation for ethics content and as a framework for understanding the meaning of human dignity in advanced practice nursing. Assessment and learning strategies are recommended.
Subject(s)
Education, Nursing, Graduate/organization & administration , Ethics, Nursing/education , Human Rights/education , Nurse Practitioners/education , Nurse Practitioners/ethics , American Nurses' Association , Attitude of Health Personnel , Codes of Ethics , Cultural Diversity , Health Knowledge, Attitudes, Practice , Humanism , Humans , Nurse Practitioners/organization & administration , Nurse Practitioners/psychology , Nurse's Role/psychology , Nursing Education Research , Nursing Methodology Research , Philosophy, Nursing , Practice Guidelines as Topic , Principle-Based Ethics , Qualitative Research , Surveys and Questionnaires , United StatesABSTRACT
INTRODUCTION: This study described practices, knowledge, and attitudes of primary care nurse practitioners (NPs) in Minnesota regarding cholesterol screening in children and adolescents. METHODS: A survey including 22 questions pertaining to cholesterol screening, adapted from a telephone survey used by Arneson, Luepker, Pirie, and Sinaiko (1992), was mailed to pediatric and family NPs. Eighty-three of 221 surveys (38%) were completed, returned, and used for data analysis. RESULTS: Although 96% of the respondents value childhood cholesterol levels as indicators of the risk of developing adult cardiovascular disease, only 64% follow the current recommendation to selectively screen cholesterol levels in patients who have a parent with hypercholesterolemia. Furthermore, only 55% of the respondents screen patients with a family history of premature cardiovascular disease, and only 58% screen patients with other cardiac risk factors. Whereas 57% of respondents correctly identified an acceptable total cholesterol level for children, only 34% correctly identified an acceptable LDL cholesterol level. DISCUSSION: Gaps in knowledge and practice may prevent NPs from implementing recommended guidelines for childhood cholesterol screening. Educating NPs about cholesterol screening is necessary to ensure the comprehensive cardiac health assessment and management of pediatric patients.
