Understanding poverty through virtual simulation: implications for student clinical practice.

BACKGROUND: Competency-based education among baccalaureate nursing students is emerging based on American Association of Colleges of Nursing Essentials. With the impact of COVID-19 on nursing education and AACN recommendations, changes were required to provide alternative modes of delivery and means of assessment. PURPOSE: Virtual poverty simulation data is limited. The use of virtual poverty simulation will ensure students' mastery of core competencies while offering versatility in an online environment. METHODS: Students virtually completed online pre-work, SPENT, a virtual poverty simulation, online debriefing, post-simulation assessment using the Simulation Effectiveness Tool, and post-simulation journaling. RESULTS: 94 % of students demonstrated improved clinical decision making, increased confidence in prioritizing care, communication and reporting, and fostering patient safety. Four themes were identified from journals. CONCLUSIONS: The use of virtual poverty simulation with baccalaureate nursing students was identified as useful pedagogy for increasing student understanding of health implications related to poverty in a virtual learning environment.

Learning While Biking for Nursing Students: The Impact of the Built Environment on Health.

ABSTRACT: The impact of the built environment on health prompted nurse faculty to implement a new physically engaging educational offering. A 10-mile bicycle ride was piloted with two senior-level baccalaureate community clinical nursing students (n = 17). Facilitated discussions with an interdisciplinary panel took place at 10 scheduled stops along the ride, highlighting health, terminology, environmental legislation, and community advocacy. Specific learning outcomes were established and evaluated. Feedback reflected positive student learning. This activity highlights a new approach to meeting core baccalaureate essentials and demonstrates the importance of the nurse's role as community advocate for healthy built environments.

Answering the Call: Educating Future Nurses on LGBTQ HealthCare.

The purpose of this population-focused educational strategy was to improve knowledge and attitudes of senior-level baccalaureate nursing students regarding LGBTQ health. Surveys were conducted to assess achievement in learning objectives: (a) understanding the prevalence and impact of health disparities among individuals who identify as LGBTQ, (b) understanding the ways to provide effective support for individuals who identify as LGBTQ, (c) identification of ways to engage with individuals who identify as LGBTQ in an active partnership for health promotion. The majority of students responded to survey questions acknowledging that communication skills and style changed as a result of the innovation, new or advanced knowledge was obtained and a better awareness upon which to base decisions/actions in the practice setting was gained. All health-care professionals are encouraged to practice open-mindedness and should welcome opportunities to be educated on best practice related to care of LGBTQ individuals.

Cycling Without Age Program: The Impact for Residents in Long-Term Care.

Long-term care facilities seek ways to enhance the quality of life for residents. Cycling Without Age (CWA), a new international cycling program, is gaining momentum for older adults. This study explored resident riders' and trishaw pilots' lived experience of their participation in the CWA program using a qualitative approach at a long-term care facility in the United States. Researchers conducted 27 face-to-face, semi-structured interviews with riders and pilots. For resident riders, the three themes identified included (a) breath of fresh air; (b) wave, chat, and remember; and (c) sit back and relax. Two themes were identified for the pilots: (a) change in frame of mind, and (b) mental and physical rewards. CWA can be as a new strategy for person-centered care. The CWA program provides nursing an opportunity to advocate, recommend, and obtain an order for residents to participate in the program.

The Impact of Livestrong® at the YMCA for Cancer Survivors.

OBJECTIVES: To determine the clinical significance of pre- and post-exercise rehabilitation physical and psychosocial outcomes of the Livestrong® at the YMCA program. SAMPLE & SETTING: 158 participants at the YMCA of the Fox Cities in Appleton, Wisconsin, were analyzed for pre- and postparticipation physical outcomes, 68 participants were analyzed for pre- and postparticipation psychosocial outcomes, and 11 participants were interviewed about their experiences. METHODS & VARIABLES: Participant interviews and statistical analysis of pre- and postparticipation measurements of physical and psychological determinants of health were used to evaluate the effectiveness of this exercise rehabilitation program. RESULTS: Quantitative data suggest physical measures of strength, balance, flexibility, and endurance, and psychosocial measures of anxiety, fatigue, sleep disturbance, satisfaction with social role, and pain interference were significantly improved post-exercise rehabilitation. Six themes that addressed experiences with Livestrong at the YMCA were qualitatively identified through participant interviews. IMPLICATIONS FOR NURSING: It is crucial for the members of the interprofessional healthcare team to disseminate exercise rehabilitation information to survivors. Equally important is identifying when and how an exercise program will be discussed in the treatment plan. A referral system cue within the current electronic health record could help link local community exercise programs for survivors.

Advocacy and Awareness: Integrating LGBTQ Health Education Into the Prelicensure Curriculum.

BACKGROUND: An identified gap in the curriculum related to lesbian, gay, bisexual, transgender, and queer (LGBTQ) health needs prompted nursing faculty to implement a collaborative educational offering. LGBTQ individuals experience significant health disparities, compared with heterosexual counterparts. Enhancing established LGBTQ population-specific training to highlight health disparities and awareness of special health care needs was piloted with two clinical groups of senior baccalaureate nursing students (N = 16). METHOD: Didactic, simulated, and panel discussion related to LGBTQ terminology, current health standards of care, and the importance of advocacy was provided by campus advocates, experienced health care providers, and a student panel identifying as LGBTQ. Health specific learning outcomes were established and evaluated. RESULTS: Posteducation, anonymous surveys, and journaling were completed. Survey respondents (n = 13) reported increased awareness and understanding of health disparities specific to the LGBTQ population. CONCLUSION: LGBTQ-specific health education has been implemented as a permanent curriculum change. [J Nurs Educ. 2018;57(5):312-314.].

Namaste Care™: A Person-Centered Care Approach for Alzheimer's and Advanced Dementia.

New methods of care are required to meet the needs of people with dementia and their caregivers. The Namaste Care™ program provides a person-centered approach through meaningful activities and loving touch. The purpose of this qualitative study was to explore the experiences of residents, staff, and family involved in the Namaste Care™ program at a long-term care facility in the United States. A descriptive approach was used to interview 14 staff members. The findings revealed six themes: peaceful sanctuary, relating their way, transforming experiences, connections and community, positive moments, and awakened to the possibilities. Results suggest that Namaste Care™ may be useful for individuals no longer able to participate in traditional long-term care setting activities. Further studies are indicated to confirm the impact on hospital readmissions, therapy enhancement, and medication use in relationship to Namaste Care™ program participation.

Reality Check: Preparing Nursing Students to Respond to Ebola and Other Infectious Diseases.

Escalating uncertainty regarding the international impact of Ebola virus disease and other infectious diseases prompted educators to develop interactive, multidisciplinary training for senior-level baccalaureate nursing students. A three-hour clinical learning session was scheduled within the curriculum. Nurse faculty utilized 11 activities to increase students' awareness and understanding of the potential and actual impact of Ebola virus disease and other infectious diseases. Feedback reflected a positive student experience highlighting several key areas related to increased knowledge and confidence. This session highlighted the importance of adjusting focus and priorities within curricula to meet core baccalaureate essentials and address current public health needs.

Learn to lead in the boardroom.

Nurses, positioned as members of one of the most highly trusted professions, are called to meet the health needs of patients and communities in a variety of ways. The Institute of Medicine calls nurses to partner with physicians and other professionals to redesign health care in the United States. One way that nurses can answer the call is by serving in the boardroom, where decisions regarding health and health care are made. Identified competencies for board leadership include (a) open communication, (b) planning, (c) active engagement, (d) collaboration, (e) decision-making skills, (f) financial stewardship, (g) organizational skills, (h) advocacy, and (i) visionary skills. Board competency development begins in nursing school and continues throughout one's professional career. A board leadership self-assessment tool is provided as a guide for personal and professional growth. Continuing education professionals play an important role in development of boardroom competency.