Undergraduate Supervised Clinical Practicum Activities: An Enlightening Exploration.

BACKGROUND: Clinical nursing practice is the hallmark of nursing education providing for the application of nursing knowledge to the care of patients in a contextual clinical environment. There is no universal method for educating students in the clinical arena. The literature has been limited to the evaluation of clinical education models and student perceptions of learning; however, there is a gap in the literature regarding the daily clinical activities of faculty and students. METHOD: This exploratory descriptive study examined the explicit undertakings of a clinical day among faculty and students in the southeastern United States. RESULTS: Responses from 61 survey participants described detailed activities of a clinical day including preclinical preparation, prebriefing, student and faculty clinical activities, and postconference structure. CONCLUSION: This foundational knowledge provides insight for improving clinical education with the goal of educators connecting clinical activities to the development of student competencies. [J Nurs Educ. 2022;61(10):591-593.].

Cannabinoid hyperemesis syndrome.

Cannabinoid hyperemesis syndrome (CHS) is characterized by severe cyclical nausea, vomiting, and abdominal pain relieved by compulsive hot water bathing in the setting of chronic cannabinoid use. This article reviews the characteristics, proposed pathophysiology, treatment modalities, and role of nurses caring for patients with CHS.

Reforming the undergraduate nursing clinical curriculum through clinical immersion: A literature review.

Clinical immersion is a method used by various academic programs to narrow the theory-to-practice gap and assist students to transition from school to a new work environment. In the clinical immersion model, students embark upon a concentrated and intensive clinical experience, typically at the end of a semester or program. This literature review explored the various methods by which programs carry out the immersion clinical experience model and if the experience improved students' readiness for entry level positions. Findings from students, faculty, and preceptors showed that immersion experiences are successful in increasing student confidence and nursing skills; however, additional objective evidence is needed to show that the use of immersion experiences can improve graduate readiness for practice. Research is also needed to explore if any differences in student performance outcomes exist between clinical immersion at the end of each semester versus one in a capstone course.

The flip side of traditional nursing education: A literature review.

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students.

Lessons Learned: Answering the Call to Increase the BSN Workforce.

Academic institutions across the United States are responding to the national call to action to raise the educational preparation of the nursing workforce. North Carolina has responded with the Regionally Increasing Baccalaureate Nurses program, which provides a seamless, economically sound pathway for attainment of a baccalaureate degree in nursing by using an academic partnership model between community colleges and a collaborating university. This article describes the accomplishments made and the lessons learned over the first 5 years of implementation of this educational pathway. Implications for research and educational practice are discussed.