A comparison of non-traditional online and traditional wet-lab experiences in human anatomy and physiology: An innovative approach for pre-licensure nursing education.

BACKGROUND: The contributions of student laboratory experiences to student learning in pre-licensure science classes are not well understood. Despite the generally accepted premise that traditional hands-on laboratory experiences are essential to knowledge construction and superior to non-traditional online experiences, the literature suggests that both experiences promote equal levels of student learning. OBJECTIVES: We compared academic performance of students enrolled in a Human Anatomy and Physiology II course with hands-on laboratory to that of students enrolled in the same course but with online laboratory by examining several measures of student learning. DESIGN AND PARTICIPANTS: This was a quasi-experimental study of undergraduate students aged 18-22 years enrolled in equivalent human anatomy and physiology courses on two separate campuses of a private research university in the United States. One course was associated with hands-on laboratory while the other course was associated with online laboratory. METHODS: The Human Anatomy and Physiology Society standardized exam was administered as a pre-test/post-test assessment at the beginning and end of the academic year. Lecture exam scores, laboratory exam scores, and overall course grades served as measures of student learning. Comparisons of student performance between hands-on and online laboratory groups were made using t-tests. RESULTS: Student performance on the pre-test and overall course grades from Human Anatomy and Physiology (part I) were not different between groups. While students in the online lab group did earn significantly higher Human Anatomy and Physiology (part II) course grades, their performance on lecture exams, laboratory exams, and the post-test assessment was not different. CONCLUSIONS: Students in a pre-licensure prerequisite course with online laboratory demonstrated mastery of basic science concepts equal to or better than students in the same course with traditional hands-on laboratory. Online laboratory experiences may represent an appropriate, accessible and cost-effective teaching modality for pre-licensure coursework.

Creating a Culture of Caring: A Shared Academic-Practice Clinical Curriculum.

BACKGROUND: Preparation of nursing students has traditionally occurred in academic settings where faculty develop programs of study. Practice settings often find themselves investing in significant education and support as the new-graduate nurse transitions into the RN role. PROBLEM: A gap in preparation exists between academic and practice expectations for the generalist RN role. APPROACH: Collaboration among academic and practice partners in the development of a core clinical curriculum, along with supporting content and learning activities, provides enriched clinical experiences that enhance readiness for the practicing role. OUTCOMES: The Culture of Caring (COC) Model guides academic and practice partners as a teaching-learning framework for the preparation of nursing students. CONCLUSIONS: The COC clinical curriculum bundles together supporting resources that include a handbook, workbook, faculty pocket guide, calendar, and nursing student cards used to foster the clinical experience.

Sleep, Lifestyle Behaviors, and Cardiometabolic Health Markers in Overweight/Obese Young Adults: A Pilot Study Using the SenseWear® Armband.

AIM: This pilot study examined associations between sleep quality and metabolic risk profiles, underlying hormones, inflammatory markers, and behaviors in overweight and obese young adults, aged 18-29 years. DESIGN: Cross-sectional, descriptive, correlational study design. METHOD: A partial sample ( n = 29) was re-recruited from a parent study on screening for risk of early-onset diabetes. BodyMedia's SenseWear® armband was used to assess sleep quality. Based on the percentage of consolidated sleep days during the past week, participants were classified as poor, fair, or good sleepers. Multiple multivariate general linear models were used to examine group differences in study variables after adjusting for obesity impact. RESULTS: There were no significant differences among groups in age (mean 23.5 ± 2.9 years) or body mass index (mean 38.0 ± 8.9 kg/m2). Good sleepers ( n = 12, 41.4%) showed the longest nocturnal sleep duration (7:53 ± 1:00 hr), followed by fair ( n = 12, 41.4%, 7:23 ± 1:34 hr) and poor sleepers ( n = 5, 17.2%, 5:34 ± 0:56 hr). Poor sleepers showed the highest plasma resistin (η2 = .103) and ghrelin (η2 = .205) levels and caloric (η2 = .255) and sodium (η2 = .156) intakes. No differences in clinical metabolic markers or serum leptin or adiponectin were observed. CONCLUSIONS: Overweight/obese young adults had irregular sleep schedules and patterns, indicators of poor sleep quality, that were possibly associated with changes in dietary behaviors and underlying plasma hormones. In addition to traditional clinical cardiometabolic markers, plasma resistin and ghrelin may be good predictors of heightened vulnerability to cardiometabolic diseases in overweight/obese young adults with poor-quality sleep.

Interprofessional problem-based learning project outcomes between prelicensure baccalaureate of science in nursing and doctor of pharmacy programs.

BACKGROUND: Persistently high medical error rates, caregiver dissatisfaction, and compromised patient safety often result from poorly coordinated, increasingly complex health care. Barriers to interprofessional health professions education persist despite the urgent calls for improved quality and safety. Investigators explored the effects of a problem-based learning (PBL) strategy between prelicensure doctorate of pharmacy (PharmD) and baccalaureate nursing (BSN) students. METHOD: A descriptive design was used to compare the learning gains and satisfaction with a PBL hybrid approach for BSN and PharmD prelicensure student groups over three academic terms. RESULTS: Consistent with earlier works, content-based learning gains and student satisfaction were not significantly different between groups. Narrative data provide insight into perceived benefits, barriers, and perspectives of participating students and facilitators. CONCLUSION: Attributes of this pedagogical approach provide opportunity for prelicensure students to explore professional interdependence while adequately mastering fact-based content.