Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model.

BACKGROUND: Self-directed learning (SDL) ability is the basis for cultivating nursing students' ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students' SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. METHODS: This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students' learning behavior and diversified teachers' teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. RESULTS: The nursing students' SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course. CONCLUSION: Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students' SDL ability, academic grades, and teaching satisfaction.

Fast-Track Training in Emergency Department During the COVID-19 Pandemic: Evaluation of a Hybrid Education Model.

INTRODUCTION: Emergency department (ED) fast track (FT) for the ambulatory, minor injury patient cohort requires rapid patient assessment, treatment, and turnover, yet specific nursing education is limited. The study aimed to test the feasibility and staff satisfaction of an education program to expand nursing skills and knowledge of managing FT patients during the COVID-19 pandemic. METHODS: This quasi-experimental study, including self-rating surveys and interviews, assessed the pre- and postimplementation of an education program for nurses working in FT in a metropolitan hospital ED in Australia. Hybrid (face-to-face and Teams) education sessions on 10 topics of staff-perceived limited knowledge were delivered over 8 months. RESULTS: Participants demonstrated higher knowledge scores after the implementation of short online education sessions to cover the core facets of minor injury management. Overall staff satisfaction with the program was high. Interview discussions involved three key themes, including "benefits to staff learning," "positive impact on patient care and flow," and "preferred mode of delivery." CONCLUSIIONS: Recorded education sessions on minor injury topics for nurses working in FT have proved effective, and this program has now become a core facet of ED education in our hospital.

Advancing the voice of women through doctoral education: Proposed models for dental hygienists and dental therapists.

The increase in scientific knowledge, oral healthcare, new dental hygiene workforce models, and the latest clinical skills, have elevated the need for doctoral prepared dental hygienists and dental therapists. These oral care providers need to be empowered with advanced preparation in education, research, and leadership. Therefore, the purpose of this paper is to present two curricular models for a doctorate of philosophy and a doctorate of oral health practice recognizing that students may have different goals and interests in educational pursuits. The doctoral program models support the conduct of research and scholarship, which supports the research infrastructure of the profession and emphasizes the dissemination of scholarly works. Creation of doctoral programs for dental hygienists and dental therapists provides opportunities to broaden choices and strive for autonomy throughout their careers. These programs may support the development of additional scholars and advanced practitioners who can contribute to the scientific body of knowledge and create policies and pathways to improve population oral health.

Flipped classroom model versus conventional teaching method: effects on nursing students' self-directed learning readiness in a research methodology course.

Introduction: the effectiveness of the flipped classroom model (FCM) method for building self-directed learning readiness (SDLR) in a research methodology course has not yet been scientifically researched. This study aims to assess the effect of FCM on SDLR among Nigerian nursing students enrolled in a research methodology course. Methods: sixty-four 400-level nursing students from two government-owned universities in Southeast Nigeria were recruited for this quasi-experimental study. They were randomly divided into two groups, the experimental group, and the control group, and exposed to FCM and conventional teaching methods (CTM) throughout the months of April and July 2021. Before and after the intervention, the validated self-directed learning readiness scale (SDLRS) was used to gather data, and a structured questionnaire was used to collect demographic data. Results: the SDLR was high if the SDLRS mean score was ≥3.75. Pre-test results from SDLR showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for CTM and FCM, respectively, while post-test results showed overall scores of 3.84 ± 0.77 for CTM and 4.01 ± 0.81 for FCM. The mean scores between the pre-and post-tests were statistically different (p=0.030). Conclusion: the FCM had a positive effect on Nigerian nursing undergraduates' SDLR and should be encouraged as it provides a viable alternative to the traditional teaching method.

The effect of flipped learning on nursing students' Asepsis knowledge and learning skills: A randomized controlled study.

AIM: This study was conducted to evaluate the effect of the flipped learning model on nursing students' asepsis knowledge and learning skills. BACKGROUND: The flipped learning model enables students to pursue their learning with online support whenever and wherever they want. Students have the responsibility for their learning activities. The flipped learning model is an effective method to improve nursing students' knowledge and skills related to the principles of asepsis with online innovative approaches. DESIGN: This study has a pre-test post-test open-label, randomized controlled design. METHOD: The study sample consisted of 107 first-year nursing students randomized into experimental (n = 53) and control (n = 54) groups. The experimental group students were trained utilizing the flipped learning model. The data were collected through the "Descriptive Characteristics Form of Nursing Students ", the "Principles of Asepsis Knowledge Test" and the " Self-directed Learning Skills Scale". RESULTS: It was determined that the post-test knowledge score of the experimental group was statistically significantly higher (p=0.000) than the control group and the median of the retention test knowledge score was statistically significantly higher (p=0.000) than the control group. There was a statistically significant increase (p<0.05) in the median score of the self-directed learning skills scale "self-control" sub-dimension of the experimental group. CONCLUSION: Flipped learning increased nursing students' knowledge related to the principles of asepsis and enabled them to take responsibility for learning. This model had a positive effect on students' higher order thinking skills such as critical organization and decision making. It is recommended to use the flipped learning within the scope of nursing education and especially in gaining basic skills. TWEETABLE ABSTRACT: A success in today's education; flipped learning.

Developing a theory of change model for a learning and innovation network: A qualitative study.

AIM: The aim of this study is to further develop a preliminary framework into a model that can translate mechanisms into output and impact, based on the views of those working in practice and the relations between the mechanisms: a model that can inform practitioners and organizations on what has to be in place to shape a learning and innovating environment in nursing. BACKGROUND: A Learning and Innovation Network (LIN) is a network of healthcare professionals, students and education representatives who come together to be part of a nursing community to integrate education, research and practice to contribute to quality of care. In a previous study a preliminary framework was developed through a concept analysis based on publications. The preliminary framework describes input, throughput and output factors in a linear model that does not explain what the components entail in practice and how the components work together. DESIGN: Focus groups. METHODS: We designed a Theory of Change (ToC) in four phases. This was based on a focus group interview with lecturer practitioners (Phase 1); a first concept ToC based on thematic analysis of the focus group interview (Phase 2); three paired interviews where the ToC was presented to other lecturer practitioners to complement and verify the ToC model (Phase 3); and adjustment of the model based on the feedback of phase 3 (Phase 4). RESULTS: The developed ToC model describes important preconditions that have to be in place to start a LIN: a shared vision, a facilitating support system and a diversity of participants who are open to change. It describes the mechanisms by which a wide range of activities can lead to an improvement of the quality of care through collaboration between practice, education and research by working, learning, performing practice based research and implementing new methods together. CONCLUSION: This study gives a comprehensive overview of the concept of the 'Learning and Innovation Network' (LIN); how the activities in the LIN can lead to impact; and under what conditions. Previously published findings supported elements of the ToC model. The overarching ToC model and the detailed appendix offer a theoretical and practice-based model for practitioners, managers and policy makers.

Self-directed learning readiness and learning achievements of a flipped classroom model approach in research methods class: A quasi-experimental study.

AIM: This study sought to assess how the flipped classroom model of instruction affected self-directed learning readiness and learning outcomes among Nigerian nursing students enrolled in a research method class. BACKGROUND: Although the effectiveness of the flipped classroom model of instruction has been thoroughly and scientifically investigated in several fields, its potential to promote self-directed learning readiness and learning outcomes in a research method class has not yet been investigated. DESIGN: A quasi-experimental design was employed. To achieve the study's objectives, two experiments were conducted: a pre-test and a post-test. METHODS: Participants were 64 400-level nursing undergraduates purposively recruited from two government-owned universities in Southeast Nigeria. The experimental group received a flipped classroom model of teaching methods, while the control group received traditional teaching methods (TTM) from April - July 2021. A validated self-directed learning readiness scale and multiple-choice questions derived from a research method course were used to gather data. A structured questionnaire was used to collect demographic data. Descriptive statistics of frequencies, percentages, means and standard deviations were applied to the collected data. A one-factor independent measure analysis of covariance (ANCOVA) and an independent sample t-test was employed to compare the pre-and post-test results of FCM and TTM students. RESULTS: Pre-test results from self-directed learning readiness showed overall scores of 3.99 ± 0.39 and 3.95 ± 0.35 for the traditional teaching method and flipped classroom model, respectively, while post-test results showed overall scores of 3.84 ± 077 for the traditional teaching method and 4.01 ± 0.81 for flipped classroom model. The difference in mean scores between the pre-and post-tests was statistically significant (p=0.030). Pre- (p=.001) and post- (p =.025) learning outcomes for the flipped classroom model were significantly higher than those for the traditional teaching method. CONCLUSION: The flipped classroom model of instruction had a positive impact on nursing students' readiness for self-directed learning and learning outcomes in the research course. Since the method demonstrated statistically significant benefits in both the development of self-learning abilities and learning achievements, the need to improve learning experiences through the flipped learning method should be promoted.

Preceptor Development: Using the American Nurses Credentialing Center Outcome-Based Continuing Education Model©.

Preceptors play a vital role in shaping the growth of every nurse. Effective preceptors lead to better patient outcomes as new nurses are better equipped to deliver high-quality care under the guidance of experienced mentors. Providing a supportive preceptor experience increases job satisfaction and retention rates among new and tenured nurses, ultimately benefiting health care organizations. When designing preceptor development programs, health care institutions should incorporate the Outcome-Based Continuing Education Model© (OB-CE Model©) from the American Nurses Credentialing Center. This column explores how to use the OB-CE Model© to enhance the competency and human skills of preceptors as learners, thereby fostering their development effectively. [J Contin Educ Nurs. 2024;55(5):212-216.].

Portfólio: percepção de estudantes de graduação da área da saúde / Portafolio: percepción de los estudiantes de pregrado en eláreade la salud / Portfolio: perception of undergraduate students in the healthcare field

Introdução:A formação em saúde norteia a prática profissional, incidindo diretamente na atenção e assistência à saúde ofertada à população. Nesse sentido, o uso de métodos ativos de aprendizagem e avaliação, como por exemplo, o portfólio, podem contribuir para a construção de conhecimentos crítico-reflexivos. Objetivo:Evidenciara percepção de estudantes dos cursos da área da saúde, que cursam a disciplina de Saúde e Cidadania na Universidade Federal do Rio Grande do Norte sobre o uso do portfólio enquanto instrumento de avaliação do ensino aprendizagem. Metodologia:Os dados foram obtidos por meio da formação de grupo focaleanalisados pela análise do conteúdo. Definiram-se, então, as categorias temáticas:percepção sobre o portfólio; a elaboração do portfólio e a sua contribuição para a formação; dificuldades para formulação doportfólio;o portfólio como instrumento de avaliação. Resultados:Os estudantes compreendem o portfólio como instrumento de diálogo entre docentes e discentes, através dos relatos das vivências em grupo nos equipamentos sociais e reflexões individuais na construção de conceitos e aprofundamento teórico. Ainda referem inseguranças e dúvidas acerca da estruturação e confecção do instrumento, no entanto, percebem o portfólio como potente e inovador no auxílio aconstrução do conhecimento uma vez que permite oacompanhamento do processo de ensino-aprendizagem, possibilitando maior interação entre educador-educando, com produção de uma aprendizagem significativa.Conclusões:o portfólio estimula a reflexão e a crítica acerca das vivências nos cenários de práticas onde se desenvolve o componente curricular Saúde e Cidadaniacorroborando, sobremaneira, para a construção do conhecimento dos estudantes (AU).

Introduction:A degreein healthcare guides the professional practice, directly affecting the healthcare attention and assistance offered to the population. In this sense, the use of active learning and assessment methods, such as portfolios, can contribute to the construction of critical-reflective knowledge. Objective:To highlight the perception of students from health courses, who study the Health and Citizenship discipline at the Federal University of Rio Grande do Norte, regarding the use of the portfolio as an instrument for evaluating teaching and learning.Methodology:Data were obtained through the formation of a focus group and analyzed using content analysis. Thematic categories were then defined: perception of the portfolio; the preparation of the portfolio and its contribution to training; difficulties in formulating the portfolio; the portfolio as an assessment tool. Results:Students understand the portfolio as an instrument of dialogue between teachers and students, through reports of group experiences in social facilities and individual reflections in the construction of concepts and theoretical deepening. They still report insecurities and doubts about the structuring and creation of the instrument, however, they perceive the portfolio as powerful and innovativein helping to build knowledge as it allows the monitoring of the teaching-learning process, enabling greater interaction between educator and student, with the production of significant learning. Conclusions:The portfolio encourages reflection and criticism about the experiences in the practical scenarios where the curricular component -SACI is developed, greatly supporting the construction of students' knowledge (AU).

Introducción:La formación en salud orienta la práctica profesional, incidiendo directamente en la atención y asistencia sanitaria que se ofrece a la población. En este sentido, el uso de métodos activos de aprendizaje y evaluación, como los portafolios, puedecontribuir a la construcción de conocimiento crítico-reflexivo. Objetivo:Resaltar la percepción de estudiantes de carreras de salud, que cursan la disciplina Salud y Ciudadanía de la Universidad Federal de Rio Grande do Norte, sobre el uso del portafolios como instrumento de evaluación de la enseñanza y del aprendizaje. Metodología:Los datos se obtuvieron mediante la formación de un grupo focal y se analizaron mediante análisis de contenido. Luego se definieron categorías temáticas: percepción del portafolio; la elaboración del portafolio y su contribución a la formación; dificultades para formular el portafolio; el portafolio como herramienta de evaluación.Resultados:Los estudiantes entienden el portafolio como un instrumento de diálogo entre docentes y estudiantes, a través de relatos de experiencias grupales en establecimientos sociales y reflexiones individuales en la construcción de conceptos y profundización teórica. Aún reportan inseguridades y dudas sobre la estructuración y creación del instrumento, sin embargo, perciben el portafolio como poderoso e innovador para ayudar a la construcción de conocimiento ya que permite el seguimiento del proceso de enseñanza-aprendizaje, posibilitando una mayor interacción entre educador y estudiante, con la producción de aprendizajes significativos.Conclusiones: El portafolio incentiva la reflexión y crítica sobre las experiencias en los escenarios prácticos donde se desarrolla el componente curricular -SACI, apoyando en gran medida la construcción del conocimiento de los estudiantes (AU).

Xylazine and Adulterants in the Evolving Drug Supply: Urgent Call for Responsive Education Models.

Novel adulterants and synthetic substances are rapidly infiltrating the US drug supply causing new clinical harms. There is an urgent need for responsive education and training to address these evolving harms and mitigate new risks. Since 2020, xylazine, a veterinary tranquilizer, has become increasingly common in the illicit opioid supply, especially alongside fentanyl. Training and technical assistance (TTA) programs employing an adaptive model can quickly disseminate emerging information and provide the tools to respond effectively. We describe our TTA program's experience developing and delivering virtual instructor-led xylazine training to a diverse group of addiction care professionals. The training objectives included the following: (1) introducing epidemiologic trends, pharmacology, and existing literature related to xylazine; (2) reviewing xylazine-associated harms and management; and (3) discussing harm reduction strategies related to xylazine use. We conducted 14 training sessions between October 2022 and July 2023, which were attended by over 2000 individuals across 49 states. We review our experience developing innovative training content and managing flexible training logistics and highlight our lessons learned, including targeting multidisciplinary professionals, leveraging online synchronous delivery methods, and a need for sustainable funding for TTA programs.

Designing a Module on Stuttering and Cluttering: A Guide for Speech-Language Pathology Educators.

PURPOSE: Due to the scope of practice of speech-language pathology (SLP) expanding considerably in recent times, there is reduced emphasis on certain communication conditions within the curricula of SLP university programs. Stuttering and cluttering are neglected components of such curricula, despite the complex clinical skill set required to work with these client groups. Evaluation of the content and quality of modules on stuttering and cluttering is warranted to ensure that SLP students are graduating with adequate competence and confidence for supporting people with these conditions. This tutorial, based on a review of the literature, aims to provide guidance to educators who are designing or revising such modules. METHOD: The All Ireland Society for Higher Education (AISHE) model for module design provides a practical and theoretically underpinned guide to educators in higher education on the design of a new module or the review of an existing one. The model's seven key components are discussed, and their application to a module on stuttering and cluttering is outlined. RESULTS: The AISHE model provides a systematic and user-friendly approach to module design in SLP university programs. It supports educators who are designing a new module or revising a module currently being taught on stuttering and cluttering. CONCLUSIONS: Educators are encouraged to familiarize themselves with the seven components of the AISHE model and to use it as a tool to design or revise modules on stuttering and cluttering. This will ensure that SLP students are graduating with increased competence and confidence in working with these client groups.

Developing discipline-specific online pedagogies for nursing education.

BACKGROUND: Many nurse educators have pivoted their teaching to online formats since the COVID-19 pandemic began. Nurse educators face the dilemma that person-centred approaches are particularly challenging to replicate online. Current research provides general recommendations for designing and delivering online learning, but less is known about the usefulness of discipline-specific pedagogies for nursing education. AIM: This study explores the value of creating discipline-specific pedagogies for online learning in baccalaureate nursing education. METHOD: Using an action research approach, the authors document their lived experience of designing and delivering a course in two different formats - blended and entirely online. Drawing on existing and new educational models related to online learning, we explore how practice can inform the development of emergent frameworks to guide online education. RESULTS: Using reflective practice, the authors developed an emergent framework that draws on embodied learning theory to enhance the online delivery of a disability and enablement course for nursing students. CONCLUSIONS: The concept of embodied pedagogies may offer a starting point for developing guidelines for person-centred and student-centred nursing education online.

Study on the status and problems of teaching system of "medical advanced mathematics": data based on a research of 11 universities in China.

BACKGROUND AND AIM: Driven by Innovation 2.0 (the information age, the innovation form of the knowledge society), the form evolved by the Internet development, giving rise to economic and social development ("Internet +"). With this background, a novel approach is presented for fostering excellence in physicians, aligning with the contemporary demands of our era. METHODS: Self-administered questionnaire was used to facilitate the collection of data on medical advanced mathematics course offerings, distribution of teaching hours of each major and the perception of the course teaching system in 11 medical universities in China. The distribution of course offerings in each major was analyzed, and one-sample t-test was conducted on the perspectives of course offerings, content settings (theoretical & practical), educational objectives, teaching reforms, and Synthetical Sensation (SS) of the curriculum system and educational model. RESULTS: The study included various specialties such as clinical medicine, pharmacy, public health, health management, and life sciences, all of which offered advanced mathematics course. The content of medical mathematics textbooks was designed to meet the practical needs of relevant professions, and encompass online laboratory classes and social practice. However, a noticeable misalignment was observed between the content of medical mathematics courses and the realistic requirements of professions (t = -3.614~-3.018, P < 0.05). The perceived difference in the completeness of curriculum systems was not significantly apparent. There was a difference in the perception of the effectiveness of teaching reforms (t = -4.485, P < 0.05), and there was a difference in the perception of the synthesis of the educational model in all cases (t = -5.067, P < 0.05). CONCLUSION: There are localized differences in curricula, and the number of course hours is basically reasonable; course content needs to be updated; the implementation of course objectives is not in place; the curriculum system can meet the needs of talent training; the innovation of the education model needs to be put into practice; and there are obvious differences in the comprehensive cognition of the teaching system and the education model. Based on the analysis of the problems, we build a new STC teaching mode with smart classroom based on "professional needs, practical needs and requirements for cultivating excellent physician talents".

Promotion in Place: A Model for Competency-Based, Time-Variable Graduate Medical Education.

PROBLEM: Competency-based medical education is increasingly regarded as a preferred framework for physician training, but implementation is limited. U.S. residency programs remain largely time based, with variable assessments and limited opportunities for individualization. Gaps in graduates' readiness for unsupervised care have been noted across specialties. Logistical barriers and regulatory requirements constrain movement toward competency-based, time-variable (CBTV) graduate medical education (GME), despite its theoretical benefits. APPROACH: The authors describe a vision for CBTV-GME and an implementation model that can be applied across specialties. Termed "Promotion in Place" (PIP), the model relies on enhanced assessment, clear criteria for advancement, and flexibility to adjust individuals' responsibilities and time in training based on demonstrated competence. PIP allows a resident's graduation to be advanced or delayed accordingly. Residents deemed competent for early graduation can transition to attending physician status within their training institution and benefit from a period of "sheltered independence" until the standard graduation date. Residents who need extended time to achieve competency have graduation delayed to incorporate additional targeted education. OUTCOMES: A proposal to pilot the PIP model of CBTV-GME received funding through the American Medical Association's "Reimagining Residency" initiative in 2019. Ten of 46 residency programs in a multihospital system expressed interest and pursued initial planning. Seven programs withdrew for reasons including program director transitions, uncertainty about resident reactions, and the COVID-19 pandemic. Three programs petitioned their specialty boards for exemptions from time-based training. One program was granted the needed exemption and launched a PIP pilot, now in year 4, demonstrating the feasibility of implementing this model. Implementation tools and templates are described. NEXT STEPS: Larger-scale implementation with longer-term assessment is needed to evaluate the impact and generalizability of this CBTV-GME model.

The impact of train-the-trainer programs on the continued professional development of nurses: a systematic review.

BACKGROUND: Train-the-trainer (TTT) programs are widely applied to disseminate knowledge within healthcare systems, but evidence of the effectiveness of this educational model remains unclear. We systematically reviewed studies evaluating the impact of train-the-trainer models on the learning outcomes of nurses. METHODS: The reporting of our systematic review followed PRISMA 2020 checklist. Records identified from MEDLINE, Embase, CINAHL, and ERIC were independently screened by two researchers and deemed eligible if studies evaluated learning outcomes of a train-the-trainer intervention for trainers or trainees targeting nurses. Study quality was assessed with Joanna Briggs Institute's critical appraisal tools and data of study characteristics extracted (objective, design, population, outcomes, results). Heterogeneity of outcomes ruled out meta-analysis; a narrative synthesis and vote counting based on direction of effects (p < 0.05) synthesized the results. All records were uploaded and organized in EPPI-Reviewer. RESULTS: Of the 3800 identified records 11 studies were included. The included studies were published between 1998 and 2021 and mostly performed in the US or Northern Europe. Nine studies had quasi-experimental designs and two were randomized controlled trials. All evaluated effects on nurses of which two also included nurses' assistants. The direction of effects of the 13 outcomes (knowledge, n = 10; skills, n = 2; practice, n = 1) measured in the 11 included studies were all beneficial. The statistical analysis of the vote counting showed that train-the-trainer programs could significantly (p < 0.05) improve trainees' knowledge, but the number of outcomes measuring impact on skills or practice was insufficient for synthesis. CONCLUSIONS: Train-the-trainer models can successfully disseminate knowledge to nurses within healthcare systems. Considering the nurse shortages faced by most Western healthcare systems, train-the-trainer models can be a timesaving and sustainable way of delivering education. However, new comparative studies that evaluate practice outcomes are needed to conclude whether TTT programs are more effective, affordable and timesaving alternatives to other training programs. TRIAL REGISTRATION: The protocol was registered in Research Registry ( https://www.researchregistry.com , unique identifying number 941, 29 June 2020).

Applying the RE-AIM framework to evaluate an educational model to "close the gap" and improve health equity in uncontrolled hypertension.

OBJECTIVES: To use the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework to evaluate an educational model addressing self-management of uncontrolled hypertension. METHODS: We used a pre-post single cohort design to identify minoritized patients with uncontrolled hypertension (systolic > 160 mmHg and/or diastolic > 100 mmHg). Trained Ambassadors provided telephone outreach, skill-based blood pressure (BP) monitoring, and goal-setting for 4 months. Follow-up occurred at 7 months. We evaluated the initiative using the RE-AIM framework and quantitative analysis for process and outcome measures post-intervention. RESULTS: Among Black patients (n = 345), the average age was 55.4 years (8.7), half identified as male (n = 173, 50.1 %); many were uninsured (n = 159, 46.1 %). Engagement in calls occurred for 67.8 % (n = 234) of the cohort; monitor distribution was 22.9 % (n = 79); and goal setting occurred for 64 patients. BP improved for 40 % of the cohort (mean pre: 168/98 mmHg, mean post: 150/89 mmHg; p < 0.0001) and 40 % of patients' last known BP was < 140/90. CONCLUSIONS: RE-AIM evaluation of the Closing the Gap initiative suggests that the model is associated with BP reduction in high-risk Black patients. PRACTICE IMPLICATIONS: An educational model for patient-centered hypertension management in low-income populations is feasible and addresses self-monitoring barriers.

Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement.

BACKGROUND: Cocreation is a collaborative process that uses problem-based learning to construct new initiatives. It has many known benefits associated with innovation in the development of programs, such as by creating simulations based on firsthand experiences. METHODS: Thirty second-year prelicensure nursing students cocreated simulations and associated lesson plans for a simulated practice placement. They followed a 4-step process described in the article. RESULTS: Cocreation combines lecturers' and students' unique skills and knowledge, creating programs based on the unique firsthand experiences of stakeholders. As the students take control of their own workloads, facilitators need to be adaptable in the support they provide, depending on the needs of the students. CONCLUSION: The staged process provided a structure for the students to produce their simulations and lesson plans. The cocreation of the simulated practice placement provided an innovative educational model that supported student development and produced lessons and simulations based on stakeholder need.