Nursing Students' Resilience and Intent to Work at the Bedside.

AIM: The primary purpose of this study was to explore relationships between self-efficacy, peer support, coping style, intent to work at the bedside, and resilience in nursing students. BACKGROUND: Resilience correlates with one-year retention at the bedside. Retention of bedside nurses improves patient outcomes. METHOD: A quantitative, correlational design determined relationships between variables. Surveys were completed by 205 participants. Surveys included a program type list, intent to work at the bedside items, the Brief Cope Scale, the General Self-Efficacy Scale, the Peer Group Caring Interaction Scale. RESULTS: Significant relationships were found between resilience and self-efficacy, resilience and coping style, and peer support and approach coping style. Half of the respondents intended to work at the bedside for two years after graduation. Self-efficacy and avoidance coping were resilience predictors. CONCLUSION: To support resilience, educators should facilitate students' development of self-efficacy and approach coping style.

An integrative review of simulation, senior practicum and readiness for practice.

Readiness for practice (RFP) is essential as new nurses will practice in a nursing shortage climate, with high acuity patients and complex technology. Nurse educators are challenged to foster readiness for practice. AIM: The aim of this integrative review was to explore the impact of simulation and senior practicum on graduating senior nursing students' readiness for practice. BACKGROUND: Readiness for practice has been a point of concern for healthcare for quite some time. This has led to a need for better understanding for what RFP means including their perceptions of various stakeholders. Further, it is important to address what teaching and learning strategies can be implemented to assist in ensuring the graduating senior nursing student is ready for practice on graduation and for their first professional practice. Readiness for practice is defined as the ability to safely and competently care for patients by synthesizing theory, skills, attitudes and values in applying clinical reasoning in practice settings. METHOD: An integrative review identified 48 published papers on simulation and senior practicum that met the inclusion criteria. RESULTS: Themes identified from the senior practicum/preceptor literature included clinical reasoning, skills, barriers to the senior practicum and transition. Themes identified regarding simulation as a strategy included preparation, competence development, clinical reasoning and the number of human patient simulators used. CONCLUSION: Although the evidence is not conclusive, simulation and senior practicums have the promise of preparing graduating nursing students for their first professional practice. However, nurse educators must ensure simulations are well-organized with clear objectives and that preceptors are supported in teaching and assessing students.

A preliminary framework to guide implementation of The Flipped Classroom Method in nursing education.

Healthcare environments have increased in complexity over the last 30 years. However, educational methods to prepare nurses have remained virtually unchanged. To prepare nurses to practice in today's complex practice environment, there are calls for change and transformation in how nursing education is implemented. This transformation requires nurse educators to shift their epistemic beliefs about teaching and learning by considering theories that promote effective learning. An innovative method being used in nursing education is the Flipped Classroom Method (FCM). The FCM is a teaching strategy that encourages critical thinking and application of knowledge obtained outside of the classroom to real-world situations and problems within the classroom. This paper presents a preliminary framework synthesized from multiple theories including andragogy, constructivism, self-efficacy, and diffusion of innovations. The purpose of this preliminary framework is to support the nurse educator's reflections about the learner, their abilities to implement the FCM and to synthesize theoretical constructs to implement the FCM.

A Strategy to Ensure Faculty Engagement When Assessing a Concept-Based Curriculum.

BACKGROUND: The faculty of an undergraduate nursing program decided to undertake a major curriculum overhaul, transitioning from a curriculum based on the biomedical model to a concept-based curriculum. However, shortly after the new curriculum was implemented, faculty identified many issues with how and when the concepts were being taught. METHOD: In response to the early implementation issues, a conceptual grid was developed to guide assessment of the new curriculum. RESULTS: The conceptual grid provided a framework for assessment of the new concept-based curriculum. By using this approach, the faculty was able to identify and correct curricular issues that impeded student learning. CONCLUSION: The conceptual grid has been extremely useful in the assessment of a newly implemented concept-based curriculum. [J Nurs Educ. 2016;55(8):467-470.].

Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course.

It is often difficult to engage nursing students and keep their interest when teaching pharmacology. This article reports on an effective change from a lecture-only approach to teaching with the use of games and case studies in a baccalaureate nursing education program. Improvements have been noted in standardized test scores and student evaluations, and students are more engaged in the learning process. Learning has been shifted from the instructor, as in the traditional classroom, and is now student focused.

Writing for publication: faculty development initiative using social learning theory.

Demonstrating scholarly competency is an expectation for nurse faculty. However, there is hesitancy among some faculty to fully engage in scholarly activities. To strengthen a school of nursing's culture of scholarship, a faculty development writing initiative based on Social Learning Theory was implemented. The authors discuss this initiative to facilitate writing for publication productivity among faculty and the successful outcomes.

Reflective journaling and development of cultural humility in students.

Cultural humility requires self-evaluation and the awareness that one's own culture is not the only or best one. Teaching health care providers to become culturally humble includes the development of critical thinking skills and the ability to reflect on practice. Journaling as a teaching strategy helps students develop these skills. This article describes the use of reflective journaling as students progressed through four semesters of a community clinical experience. This qualitative, descriptive study was based on the principles of naturalistic inquiry with person-centered written reflections.Two hundred journal entries from 50 students were reviewed, and II themes were identified. Cultural humility cannot be learned merely in the classroom with traditional teaching methods. Reflection on experiences over time leads to the development of cultural humility.

The effects of an advanced practice nurse led telephone intervention on outcomes of patients with heart failure.

This study sought to determine the effect of an advanced-practice-nurse (APN)-led telephone intervention on hospital readmissions, quality of life, and self-care behaviors (SCBs) of patients with heart failure (HF). Twenty participants were randomly assigned to either an experimental group that received the APN-led telephone intervention (ALTI) or a control group that received usual care in this pretest-posttest experimental study. The results of this study support the idea that an ALTI positively impacts outcomes of patient with HF, particularly by improving SCBs and decreasing hospital readmissions. An ALTI warrants consideration to improve outcomes of patients with HF.