Student Perioperative Experience Supports Recognition of Safety Concepts.

PURPOSE: This study aimed to evaluate student perception of knowledge gained and intent to apply perioperative safety concepts. DESIGN: A mixed-method design analyzed themes from student reflections as well as frequencies of student survey responses after a one day, 10-hour, perioperative observational experience. METHODS: Students participated in a one day, 10-hour, observational clinical experience following patients from the preoperative area to the operating room, postanesthesia care unit, and discharge from a surgery center or admission to a hospital room. After the experience, students completed a survey and a reflection assignment. A modified Delphi method was used for thematic analysis. Frequencies and averages were used to analyze the survey items. FINDINGS: Students gained knowledge of and reported intent to apply perioperative safety concepts within their nursing practice. Some students noted an interest in perioperative nursing as a career choice. CONCLUSIONS: These findings provide evidence to support implementation of perioperative experiences in nursing programs and reinforce the role of the registered nurse (RN) to ensure safe and quality care. In addition, the perioperative experience may be a recruitment tool for enhancing the perioperative workforce.

Problem-based learning: A strategy to foster generation Z's critical thinking and perseverance.

Educators are concerned about Generation Z's inexperience with higher order critical thinking and tendency to give up or move on when faced with challenges. While acknowledging that this generation brings technological skills and an inclusive mindset that will enhance our profession, educators are challenged to adapt teaching strategies to promote critical thinking and foster perseverance. This manuscript will recount the attributes of Generation Z and describe problem-based learning as a strategy to enhance critical thinking and perseverance.

Learning Delegation Through Role-Play: A Problem-Based Learning Activity for Nursing Students.

ABSTRACT: According to the American Nurses Association and National Council of State Boards of Nursing 2019 guidelines, teaching strategies are needed to engage students in the application of delegation knowledge and skills. Students need opportunities to gain experience with delegation decision-making in a safe, risk-free environment. This article describes the instructional design and evaluation of an innovative role-play activity to engage senior-level nursing students in delegation decision-making.

Collaboration of Dental Hygiene and Nursing Students on Hospital Units: An Interprofessional Education Experience.

The aims of this study were to implement and evaluate an innovative collaborative event with hospitalized patients to help develop dental hygiene and nursing students' interprofessional competence. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to assess the students' perceptions of interprofessional skill acquisition. Participants were 24 dental hygiene and 25 nursing students at the University of Southern Indiana in spring 2016. The results showed that all students had statistically significant improvement on the ICCAS items from pretest to posttest. There were no significant differences in improvement between the two groups on any single posttest item as the impact of the responses was similar. These results suggest that incorporating collaborative experiences in hospital settings can be an effective means to develop students' skills in interprofessional competence.

Preparing Dedicated Education Unit Staff Nurses for the Role of Clinical Teacher.

Dedicated Education Units optimize the expertise of staff nurses to provide clinical instruction to nursing students, thereby creating a need to prepare staff nurses for the teaching role and educate them about clinical teaching strategies. A curriculum to educate Dedicated Education Unit staff nurses in the art of clinical instruction was created to fill this gap in staff development. This article describes the development of an innovative, interactive, evidence-based curriculum to prepare Dedication Education Unit staff nurses and strengthen an academic-practice partnership.

The meaning of a healthcare community of practice.

PURPOSE: This study intends to explore the meaning of community of practice within the context of healthcare. Based on Walker and Avant's conceptual analysis method, this study identifies the contextual definitions, critical attributes, antecedents, and consequences of the community of practice phenomena in health care. FINDINGS: The findings in articles appearing in peer-reviewed healthcare journals within publication dates of 2007-2012 concur that a healthcare community of practice shares a common domain of interest in which healthcare workers collaborate to enhance the practice, promote professional expertise, and augment institutional knowledge. Antecedents necessary for and consequences that occur because of a healthcare community of practice are detailed within this article. PRACTICE IMPLICATION: This analysis informed the decision to use a healthcare community of practice framework for an interprofessional dedicated education unit.

Safety consciousness: assignments that expand focus beyond the bedside.

In order to stimulate safety consciousness beyond the bedside, a series of meaningful, practice-based learning activities were devised that compel students in a baccalaureate nursing program to consider safety issues beyond the obvious concerns at the point of care. The assignments emphasize systems level thinking and process evaluation of facility characteristics, team communication, and unit based improvement campaigns. Reflective components engage students in evaluation of their comfort level with being an agent of change, the climate for change on their unit, and their confidence in delegation and communication skills. Through these assignments, students demonstrated integration of concepts from lecture (change theory, systems theory, quality improvement, and process evaluation) and achievement of Quality and Safety Education for Nurses (QSEN) competencies. The reflective components stimulated critical reflection of practice. Examples of student responses are included in this article.