Classroom Innovation Using the NCJMM: Preparing Nursing Students for the Next Generation NCLEX.

BACKGROUND: There is a growing demand for classroom creativity to increase engagement and build clinical judgment skills for nursing students. This article describes the design and implementation of an interactive classroom activity to enhance the development of clinical judgment while simultaneously orienting students to the new NCLEX Next Generation testing model. METHOD: Faculty developed an interactive unfolding case study incorporating the six dimensions of the NCSBN Clinical Judgment Measurement Model. The case study question types were adapted to use an interactive learning platform for first-year nursing students. Students' perceptions of learning, engagement, and clinical judgment were surveyed. RESULTS: Student responses regarding the case study implementation indicated this method was effective in maintaining engagement and persistence, as well as promoting nursing decision making. CONCLUSION: The time used for building innovative classroom activities is well spent to meet the objective of enhancing clinical judgment in the next generation of nursing students. [J Nurs Educ. 2024;63(3):188-191.].

Impact of COIL: Learning From Student Nurses in Norway Who Collaborated With U.S. Students.

AIM: The aim of this study was to describe the experience of Norwegian nursing students with internationalization through participation in a Collaborative Online International Learning (COIL) course. BACKGROUND: Educators in Norway and the United States collaborated to incorporate internationalization and population health concepts into virtual courses during the pandemic. Literature gaps exist in post-implementation assessment data that ascertain internationalization through the COIL experience. DESIGN: This was a qualitative study with a descriptive design. Data were collected from focus group interviews and analyzed conventional content-analysis approaches. METHODS: Fifteen Norwegian undergraduate nursing students who participated in the COIL opportunity completed focus group interviews. FINDINGS: The themes identified included, "virtual conversation builds collaborations and enhances learning," and "this opened my eyes." CONCLUSIONS: Norwegian students acknowledged they had learned transferable lessons from their global partners that could be applied to patient care of the marginalized population in Norway.

Nurturing a Spirit of Inquiry: Fundamentals of Evidence-Based Practice in Nursing.

Implementing evidence-based practice in nursing is essential for connecting theoretical knowledge with practical patient care. The spirit of inquiry serves as the foundational step in the evidence-based practice process. Nephrology nurses are positioned to improve patient and system outcomes through an evidence-based practice process, highlighting its transformative impact on nursing practice and patient care. This article provides an overview of evidence-based practice and explores the essential elements for the development of a spirit of inquiry.

Nurse practitioner-led lung cancer screening clinic: An evidence-based quality improvement evaluation.

BACKGROUND: Lung cancer is the leading cause of cancer deaths worldwide. Screening for lung cancer using low-dose computed tomography of the chest (LDCT) can reduce mortality associated with lung cancer. LDCT is an under-ordered screening study. AIMS: To evaluate the use of a nurse practitioner-led lung cancer screening clinic (LCSC). METHODS: The absolute number of LDCT for lung cancer screenings obtained 12 months before implementing the nurse practitioner-led LCSC was compared to the 12 months after clinic implementation using a casual comparison design. An electronic survey was conducted to assess the LCSC key stakeholders' perceptions of the clinic. RESULTS: An increase of 60% in the total number of LDCT for lung cancer screenings was observed. Qualitative data obtained through stakeholder evaluation of the clinic revealed that 85% of participants (n = 13) expressed that the LCSC was addressing barriers to lung cancer screening. LINKING EVIDENCE TO ACTION: A dedicated nurse practitioner-led LCSC is a practical way to increase lung cancer screening by addressing established barriers to screening in the community setting.

Virtual Study-Abroad Through Web Conferencing: Sharing Knowledge and Building Cultural Appreciation in Nursing Education and Practice.

BACKGROUND: With a focus on building global citizens, a U.S. and Norwegian academic collaborative partnership fostered clinical learning experiences addressing cultural and health care comparisons. High-impact educational practices integrated into international clinical experiences, combined with virtual global learning classrooms, highlighted the Sustainable Development Goals. PROBLEM: Given nursing education's requirements, devising innovative strategies expanded global learning in brief but transformative experiences while integrating nontraveling students, especially relevant considering current pandemic-related travel restrictions. APPROACH: We developed an educational experience pairing U.S. students (17 in person; 64 through web conference) and Norwegian students (50 in person; 3 for web conference) in population health experiences, providing required clinical hours and a shared cultural exchange. Integration of nontraveling students in joint virtual global experiences broadened the global learning opportunity for all. CONCLUSION: This work offers insight into how faculty used a virtual global learning experience as a synergistic tool with traditional study abroad.

Use of an Academic Electronic Health Record With an Interprofessional Simulation for Advanced Practice Nursing Students.

ABSTRACT: Simulation with interprofessional teams provides case management opportunities for advanced practice RN students they may not encounter in preceptorships. We designed standardized patient simulations to improve health care safety and outcomes; an academic electronic health record was used in some simulations. We report quality improvement findings from 74 APRN students who completed a survey with open-ended questions. We found that simulation in interprofessional teams positively impacted role immersion, confidence, problem-solving skills, and teamwork. Use of the academic electronic health record added realism. The findings are being incorporated as part of continuous quality improvement in the teaching-learning process.

New Simulation Orientation for Sophomore Nursing Students: Continuous Quality Improvement.

ABSTRACT: This quality improvement project focused on reducing simulation-related anxiety and stress and building confidence in nursing students. The authors evaluated two methods to provide orientation to simulation on the first simulation day: the traditional faculty-led orientation and interactive orientation led by a high-fidelity simulator. Given the small sample size, there was no statistical difference in student-reported anxiety or stress; there was one significant difference in confidence. Qualitative data provided valuable qualitative feedback about the simulation experience that will be used to enhance future simulations.

Doctoral Degree Preferences for Nurse Educators: Findings From a National Study.

BACKGROUND: Current doctoral degree options may not meet needs of nurses desiring educator roles in academic or health care settings. PURPOSE: The purpose of the study was to assess preferences for existing terminal degree options for nurse educators and determine the need for a new doctoral degree in nursing education. METHOD: Nurses in practice, academia, and leadership nationwide (n = 826) answered a 19-item needs assessment survey regarding adequacy of and interest in terminal degree options. RESULTS: More than 60% reported current doctoral degrees available to nurse educators lack content in curriculum development and teaching-learning best practices in nursing. Most data supported a new terminal degree. CONCLUSION: A primary factor in nurses choosing not to enroll in a terminal degree program may be limited availability of education aligned with career goals. The doctor of nursing education, a practice degree parallel to the DNP, could prepare nurses for academic and practice educator roles.

Quality Improvement in Online Course Development: Igniting the Online Teaching Team.

Online courses and programs in higher education, including nursing education, continue to multiply exponentially in the United States. In order to meet accreditation standards and build internal standards of quality in online course delivery, nursing administrators and faculty must keep abreast of evidence and best practice in online course design. Awareness and adoption of online standards of excellence may be a departure from standard operating procedure with faculty adept at creating face-to-face courses and mavericks self-taught in online course development. The Plan-Do-Study-Act process for improvement is a viable and scalable method to achieve national certification of online course quality, improving ability to compete in a dynamic online education environment. Considerations of infrastructure and multiple stakeholder groups are critical to successful implementation. The case of one nursing program that used faculty development, team building, and continuous quality improvement to successfully reach national online quality benchmarks is presented.

Preparation for Practice in Newly Licensed Registered Nurses: A Mixed-Methods Descriptive Survey of Preceptors.

This descriptive study assessed current registered nurse (RN) preceptor perceptions of professional competencies in new nursing graduates. Strengths in caring and compassion were observed by preceptors, in addition to deficiencies in time management and prioritization. Inasmuch as deficiencies observed by RN preceptors may be functions of time and experience, it is recommended that academic nurse educators and residency program educators explore and develop means to improve students' skills in prioritization and time management.