The Power of Nursing Course: An Innovative Online Synchronous Experience.

BACKGROUND: A nursing didactic and clinical curriculum are missing essential affective experiences to foster a deeper connection to the art of nursing. The Power of Nursing (PON) course was identified as meeting this need. With the coronavirus disease 2019 (COVID-19) pandemic disruption, faculty gained the opportunity to adapt this discovery model course within the bounds of technology. METHOD: With required modifications, PON was offered as an inaugural online synchronous course using the Zoom platform in its entirety. RESULTS: Participants described feelings of connectedness, an awareness of personal strengths as a health care provider, and a sense of safety and comfort within the virtual platform. Comparing in-person and virtual post-course surveys demonstrated that PON learning experiences can transcend both platforms. CONCLUSION: Currently, with COVID-19 and the need for such transformational experiences, students confirmed that PON can be offered virtually, eliciting the same positive responses to experiential exercises while filling a gap in nursing curricula. [J Nurs Educ. 2021;60(10):594-597.].

Using a Resuscitation-Based Simulation Activity to Create an Interprofessional Education Activity for Medical, Nursing, and Pharmacy Students.

Introduction: To achieve high-quality, patient-centered care, teaching programs across health professions must prepare their learners to work in effective teams. We created a simulation activity to formatively assess interprofessional objectives in graduating medical, nursing, and pharmacy students. This simulation also gave learners an opportunity to practice clinical airway resuscitation skills. Methods: The simulation featured a decompensating adult asthmatic with a chief complaint of shortness of breath and a final diagnosis of severe asthma exacerbation and respiratory failure. Students completed a prebrief to formulate a plan and then interacted with a mannequin. Faculty led a debriefing and completed assessments of the team's performance. The students completed a questionnaire assessing their own and the team's performance. Results: Four sessions were held over a 2-year period. A total of 91 graduating students participated in the activity: 33 from Baylor College of Medicine, 26 from University of Houston College of Pharmacy, and 28 from Texas Woman's University Nelda C. Stark College of Nursing. Postsession questionnaire data demonstrated very good overall team performance and good individual performance. Student comments demonstrated an understanding of the importance of teamwork and thoughtful reflection on their own areas for improvement. All students rated the activity as valuable and effective. Multirater assessments of the students found that most met three of the four objectives. Discussion: This activity allows for real-time formative assessment with a focus on roles, communication, and managing difficult situations. The debriefing demonstrates the students' understanding of interprofessional goals in providing effective patient-centered care.