Creating a Dual Degree: Nursing Education Goes Global.

A global health human resource crisis has intensified the need for innovative education programs to maximize the supply of nurses worldwide. In response to the current and anticipated shortage of nurses globally, a novel collaborative undergraduate nursing program was developed at the University of New Brunswick in Fredericton, NB, and Manipal Academy of Higher Education in Karnataka, India. The resulting dual degree model is shaped by the contexts of the participating countries and current activities related to the international recruitment and migration of registered nurses. This partnership will increase program capacity and the potential number of graduates and will ease the immigration of internationally educated nurses.

Minding the Gap: The Art and Science of Teaching Guided by Humanbecoming.

Designing learning activities to teach psychomotor skills utilizing the lens of humanbecoming required deep reflection on the principles of structuring meaning, configuring rhythmical patterns, and cotranscending with possibles to bridge the theory-to-practice gap. Teaching essential psychomotor skills presented a challenge when trying to ensure the provision of safe, competent, and compassionate care tailored to the individual's unique experience. There are a wide variety of teaching approaches and strategies available, but few have used a theoretical framework to guide the design of the teaching-learning activities to guide development of these skills. The humanbecoming paradigm and humanbecoming teaching-learning model guided the research, design, and presentation of the teaching-learning activities to encompass the science and performing art of nursing.

Theory to practice: the humanbecoming leading-following model.

Guided by the humanbecoming leading-following model, the author designed a nursing theories course with the intention of creating a meaningful nursing theory to practice link. The author perceived that with the implementation of Situation-Background-Assessment-Recommendations (SBAR) communication, nursing staff had drifted away from using the Kardex™ in shift to shift reporting. Nurse students, faculty, and staff members supported the creation of a theories project which would engage nursing students in the pursuit of clinical excellence. The project chosen was to revise the existing Kardex™ (predominant nursing communication tool). In the project, guided by a nursing theory, nursing students focused on the unique patient's experience, depicting the specific role of nursing knowledge and the contributions of the registered nurse to the patient's healthcare journey. The emphasis of this theoretical learning was the application of a nursing theory to real-life clinical challenges with communication of relevant, timely, and accurate patient information, recognizing that real problems are often complex and require multi-perspective approaches. This project created learning opportunities where a nursing theory would be chosen by the nursing student clinical group and applied in their clinical specialty area. This practice activity served to broaden student understandings of the role of nursing knowledge and nursing theories in their professional practice.

Illuminating person-centered care with parse's teaching-learning model.

Person-centered care is illuminated in this paper through the lens of Parse's teaching-learning model for students who were engaged in patient-centered care during a practicum on an acute care unit. Students' perspectives changed as they tried on strategies for person-centered care and lived true presence with persons, while experiencing the satisfaction of knowing that they made a difference in the quality of life of the persons they were with.