Comparing the Learning Effectiveness of Three Virtual Simulation Tools With Nursing Students During the Coronavirus Disease (COVID-19) Pandemic.

Background: We explored the learning effectiveness of three virtual simulation tools used in the Coronavirus Disease pandemic environment. Sample: Study participants consisted of students from two nursing classes, a junior and a senior class. Method: A mixed-methods approach compared three tools' performance across five learning domains. Descriptive statistics and analysis of variance compared mean ratings for learning domains. Open-ended questions were included for qualitative evaluation. Results: Thirty-six respondents rated the Resource Simulation Center (RSC), based on the observation of videos of students undergoing simulation exercises, as superior to the other two. There were no differences between the other two tools. Qualitative findings echoed preference by students for "RSC". Conclusion: "RSC" was preferred over a commercial product based on computer generated graphics, and a free-online product based on clinical scenarios acted out in short videos. Differences in debriefing practices may have influenced the results, thereby emphasizing the role of debriefing with virtual simulation tools.

The effects of online course duration on graduate nurse educator student engagement in the community of inquiry.

AIM: The number of online graduate nursing programs across the United States has increased to address a critical shortage of nurse educators. Web-based learning appeals to nurses returning to school as a means of gaining an education at their convenience. More schools are offering compressed courses to meet this demand. Although students have a preference toward shorter intensive online courses, it is unclear how that affects the quality of the learning experience such as student engagement. The study explored the effect of course length on the student learning experience in a graduate online nurse educator course. DESIGN: Using the community of inquiry framework, this study examined the effect of course duration (8-week versus traditional 16-week timeframes) on student engagement, student perceptions of the learning experience and self-reported learning behaviors. Study participants were enrolled in an online graduate nurse educator program located in the northwest United States. METHODS: Data were collected using a background information form, a course evaluation form and the Community of Inquiry Questionnaire which measured teaching presence, social presence and cognitive presence. Data were analyzed using descriptive and inferential statistics. RESULTS: High mean scores on the questionnaire showed that a community of inquiry was established regardless of course duration. However, there were differences in terms of the social and teaching presence subscales but not in the cognitive presence subscale suggesting that students in the traditional course were better able to establish the type of rapport with each other that increased comfort and engagement with peer interactions. Independent t-tests revealed statistically significant differences in perceptions of time to complete course activities. Students in the 16-week course were more likely to report that they had adequate time to complete course teachings, think critically about course content, complete course assignments and thoughtfully engage in course discussion and that they performed their best on assignments. CONCLUSIONS: The findings support the traditional course duration over an intensive 8-week format because it allows for students to build a better rapport and greater student engagement with the course materials and peers. The study reinforces previous work on distance education noting social presence and connectedness as essential to optimal online learning. Using the community of inquiry framework and best-practice pedagogies for online education in the design and development of online courses can contribute to greater collaboration and deeper learning.

Enhancing Post-Baccalaureate Doctor of Nursing Practice students' analytic skills.

Programs with several paths to the Doctor of Nursing Practice (DNP) face significant difficulties in preparing clinical scholars who can transform healthcare. While Post-Baccalaureate to DNP (BSN-DNP) programs are fulfilling the Institute of Medicine's mandate for seamless academic progression, several factors need to be considered for students' successful program completion. These factors include: (1) the students' stage of cognitive development for strategic thinking (metacognition); (2) students' tendency to underestimate the rigors of doctoral educational requirements; and (3) faculty challenges in helping students to acquire skills needed to complete the DNP project. The purpose of this paper is to describe learner-centered approaches to enhance analytic preparation of BSN-DNP students.

Perceived unsatisfactory care as a barrier to diabetes self-management for Coeur d'Alene tribal members with type 2 diabetes.

The prevalence of diabetes and related complications are disproportionally higher in Native Americans. Diabetes self-management (DSM) is instrumental in preventing complications. The results presented here are a part of a larger hermeneutic phenomenology study to explore living with diabetes for one Pacific Northwest tribe. This study identified barriers to DSM within the worldview of the tribal people. Using purposive sampling, 10 Coeur d'Alene tribal members, ages 26 to 86 years, participated in in-depth interviews. Data interpretation used a three-step method leading to integrated themes across the transcripts. Perceived unsatisfactory care emerged as the major barrier to self-management, including communication barriers (distrust, misunderstanding, and educational methods) and organizational barriers (quality of care and access issues). Findings highlight the need to improve cross-cultural communication and calls for different approaches to diabetes education. Our profession is challenged to create new DSM and diabetes educational approaches for acceptable and compassionate cross-cultural nursing care.

Living with diabetes in the 4-fold World of the Coeur d' Alene tribe.

Despite national initiatives, diabetes disproportionately affects Native Americans. Although many studies have focused on the needs of Native Americans for culturally relevant diabetes programs, few have focused on Northwest tribes. This article presents the results of a phenomenological study exploring the experience of Coeur d'Alene tribal members living with type 2 diabetes. The main theme to emerge was perseverance while balancing tensions between burdens and strengths in 4 areas: valuing tribal traditions, being inattentively caring, struggling with disease burdens, and experiencing patient-provider tensions. This article provides new understanding about barriers and supports for diabetes self-management in one Native American tribe.