Vaccine Hesitancy: Developing Competency in Nursing Students Through Simulation.

BACKGROUND: Many Americans are undecided about or have barriers to receiving vaccines. Complacency, confidence, convenience, misinformation, and disinformation impact vaccine hesitancy (VH). PROBLEM: During the COVID-19 pandemic, rates for flu and routine childhood vaccinations declined globally. As vaccination rates decline, the risk of disease outbreaks increases. Nursing students need to be prepared to address VH in the clinical setting. APPROACH: Four simulation experiences were developed to build confidence and competency in the provision of vaccinations and addressing VH. Nursing students practiced communication skills critical to motivational interviewing, health education, health promotion, and goal setting. OUTCOME: There were statistically significant increases in student confidence and perceived competence in vaccine administration and addressing VH through motivational interviewing. CONCLUSIONS: High-fidelity simulation combined with a virtual simulation was effective in developing confidence among nursing students. Students demonstrated skill in addressing VH and motivational interviewing.

Essential content in RN-BSN programs.

Currently, there are more than 600 registered nurse to bachelor of science in nursing (RN-BSN) programs in the United States, and the number of students enrolled in them is growing quickly. This growth is at least partially in response to the Institute of Medicine's recent recommendation that 80% of RNs be BSN prepared by 2020. Proliferation of RN-BSN programs suggests a need to examine them more critically, as very little information is available in the nursing literature or through accrediting bodies regarding what courses and content they should include. This study was conducted to determine what directors of RN-BSN educational programs report as being "essential" content. The findings can be used as a guide for developing new programs or revising existing programs. They may also be used as a starting place for nursing educators to dialogue on what content and competencies are truly essential for BSN-prepared nurses and where education should be focused in RN-BSN programs.

Eighty percent by 2020: the present and future of RN-to-BSN education.

More than 600 RN-to-BSN programs currently exist in the United States, and the numbers of programs and students are growing rapidly. This unprecedented growth is a result of several factors, including the Institute of Medicine's recommendation that 80% of RNs be BSN prepared by 2020. This survey was undertaken to explore key ideas and issues related to RN-to-BSN education to gather information on how RN-to-BSN programs are changing and to uncover concerns posited by program directors. The survey indicated that lack of standardization has resulted in significant variability in expectations and requirements among RN-to-BSN programs. Further, numerous questions need to be answered and concerns addressed to develop strategies to maintain growth, improve access, and remove barriers without sacrificing quality. Findings can be used to ensure that RN-to-BSN education prepares graduates for the future health care system and that the outcome is not just a piece of paper.

National survey of RN-to-BSN programs.

More than 600 RN-to-BSN programs exist in the United States. Little information is available describing many aspects of these programs (e.g., curricula, program length, prerequisites). This study was undertaken to obtain a snapshot of RN-to-BSN education. This review is vital given the rapid growth of these programs and the anticipated increase in number of "completion" students necessary to meet the Institute of Medicine's goal that 80% of RNs be BSN-prepared by 2020. Data were collected and analyzed within general areas, including background information, curriculum, instructional formats, and evaluation. Findings from the survey can be used by educators to evaluate their RN-to-BSN programs and compare them with other programs. Further, evidence of potential weaknesses were identified, and educators are challenged to ensure that encouraging growth, focusing on flexibility, and making programs more user friendly does not result in inferior education. Rather, academic and programmatic rigor must be maintained.