Improving Effect Size Interpretations.

We encourage our community of nurse education researchers to remember to assign interpretations to their effect size estimates. In general, our community is asked to reduce the use of rules-of-thumb and, instead, are encouraged to use empirical and contextual methods to assign interpretations to effect size estimates. [J Nurs Educ. 2023;62(11):653-654.].

Reliability.

A cursory look at the measurement practices in the Journal of Nursing Education revealed several deficits that our community is encouraged to address. In 2020, a little less than half of our quantitative studies did not provide reliability estimates from their own data, opting instead to provide estimates reported in the literature or none at all. Of the studies that did supply estimates using their data, only Cronbach's alpha was reported. Unfortunately, limitations with Cronbach's alpha and inconsistent reporting practices are likely undermining the science of nursing education. Researchers are encouraged to estimate reliability using their own data with increasingly valid techniques. [J Nurs Educ. 2021;60(2):65-66.].

Maximizing Effectiveness of the Holistic Admission Process: Implementing the Multiple Mini Interview Model.

BACKGROUND: Nursing programs have responsibility to become more holistic in admission practices, ensuring they admit applicants based on more than grades and test scores to determine the best fit for their program. PROBLEM: One frequently cited holistic admissions barrier is incorporating qualitative measurement of applicant characteristics through interviews. Finding the best interview model is a challenge, depending on a program's intent to learn about applicants. APPROACH: This article describes the planning and implementation process for incorporating the Multiple Mini Interview (MMI) model into an existing holistic nursing program admission process. OUTCOMES: MMI model implementation resulted in more congruency in student attributes with the college vision, mission, and values and increased diversity. CONCLUSION: An efficient, well-organized MMI interview model was implemented, allowing achievement of overall admission goals and ensuring selected applicants demonstrate attributes aligned with college values and vision and increased diversity.

Crossing Boundaries to Advance Nursing Research Education.

Nursing professional development specialists may find it challenging time and cost-wise to meet the educational needs of nurses in the areas of research and evidence-based practice amidst competing education priorities. Furthermore, it may be difficult to find presenters with the necessary knowledge and expertise to do so. Collaboration among local hospitals to provide a high-quality research education program can advance scholarly work within the community and can help each organization meet selected Magnet® requirements in an economical way.

Dissemination of scholarship across eight cohorts of doctor of nursing practice graduates.

AIMS AND OBJECTIVES: To evaluate the publication record across eight cohorts of post-master's Doctor of Nursing Practice graduates. BACKGROUND: Dissemination of findings from evidence-based practice is described in the American Association of the Colleges of Nursing, Doctor of Nursing Practice Essential III. Students in Doctor of Nursing Practice programmes are expected to generate deliverables (e.g., a manuscript) of evidence to improve practice or patient outcomes. DESIGN: A descriptive study was conducted to determine whether two key manuscripts (i.e., integrative review and an evidence-based quality improvement project) were disseminated in peer-reviewed journals, and if so, the length of time from graduation to publication. Co-authorship with faculty advisors and contributors was also examined. RESULTS: The number of evidence-based quality improvement publications outpaces the number of integrative reviews over this span of time. Time to publication from graduation has decreased in recent years. CONCLUSIONS: Expecting, rather than encouraging a publishable-ready manuscript as a course deliverable would further student's motivation to disseminate their scholarship. Focused attention on faculty co-authorship may help increase the number of successful student publications for both integrative reviews and evidence-based quality improvement projects and decrease the time from graduation for those publications. RELEVANCE TO CLINICAL PRACTICE: Dissemination of academic scholarly work is an expected outcome for Doctor of Nursing Practice graduates who impact clinical, operational and financial outcomes in complex healthcare delivery systems.

Beyond p < .05: Toward a Nightingalean Perspective on Statistical Significance for Nursing Education Researchers.

During the past decade, substantial concern has developed among scholars from a variety of disciplines about the common use and interpretation of p-values, used to indicate the statistical significance of inferential statistical analyses reported in quantitative studies. These debates have highlighted a widespread misunderstanding of p-values and the more limited role they should take in informing study conclusions and policy decisions. In this month's "Methodology Corner," I provide an overview of this debate, describe the limitations of statistical significance testing, and suggest that the nursing education research enterprise would benefit from following a more Nightingalean approach to statistical analysis, where the practical importance-the meaningfulness-of study findings is emphasized. [J Nurs Educ. 2017;56(8):453-455.].

Transfusing our lifeblood: Reframing research impact through inter-disciplinary collaboration between health geography and nurse education.

Geographers have long grappled with how their research can positively impact individuals, communities and society. Demonstrating research impact is an increasingly important aspect of academic life internationally. In this paper we argue that agendas for encouraging 'impact' would be well-served if impact through teaching was identified and stimulated more explicitly, and if academics better recognised and seized the opportunities that already exist for such impact. We take engagement between health geography and nurse education as an example of how social scientists could demonstrate research impact through inter-disciplinary involvement in the education of health care professionals, and specifically student nurses. We begin by showing how the UK's Research Excellence Framework (widely regarded as the key reference point for research performance management regimes internationally) has tended to produce an undervaluation of impact via education in many disciplines. A comprehensive overview of international scholarship at the intersection between geography and nursing is then presented. Here we trace three 'waves of enquiry' that have focused on research interactions before calling for a fourth focused on critical pedagogy. To illustrate the possibilities of this fourth wave, we sketch a case study that outlines how engagement with research around blood donation could help provide a foundation for critical pedagogy that challenges student nurses to practice reflexively, think geographically and act justly. Finally, we call for closer engagement between health geography and nurse education, by encouraging educators to translate, teach, and transfuse ideas and people between health geography and nurse education. In so doing, we argue that work at this interface can be mutually beneficial and demonstrate impact both within and beyond research assessment rubrics. Hence, our ideas are relevant beyond nurse education and geography insofar as this paper serves as an example of how reframing research impact can recover the importance of impact through education.

Factors associated with nursing students' medication competence at the beginning and end of their education.

BACKGROUND: In previous studies, deficiencies in nursing students' medication competence have been highlighted. However, the focus of research has been limited especially to medication calculation competence and factors associated with it. In order to develop undergraduate nursing education and research, an understanding of the individual and learning environmental factors associated with medication competence from a broader approach is warranted. Our aim was therefore to evaluate the theoretical, practical and decision-making competence of nursing students and to identify factors associated with their medication competence at the beginning and end of their education. METHODS: We used a descriptive, correlational study design with a structured instrument including a set of potential associated factors, knowledge test, medication calculation test and patient vignettes. The participants were nursing students at the beginning (n = 328) and at the end of their education (n = 338). Data were analyzed statistically. RESULTS: In the evaluation of theoretical medication competence, the students' mean score over the semesters was 72 % correct answers in a knowledge test. In the evaluation of practical medication competence, the mean score was 74 % correct answers in a medication calculation test. In the evaluation of decision-making competence, the mean score was 57 % correct answers on deciding the best action in the situation given in patient vignettes. At the end of their education, students were able to solve patient vignettes significantly better. Individual factors were most evidently associated with medication competence. At the beginning of their education, students' previous academic success had a stronger association with medication competence. However, at the end of the education students' abilities in self-regulated learning and study motivation were more significant factors. CONCLUSION: The core elements of medication competence are significantly interrelated, highlighting the need to provide integrated and comprehensive medication education throughout the undergraduate education. Students' learning style is associated with medication competence. There is a need for methods to identify and support students having difficulties to self-regulate their learning. To increase the safety of medication care of patients, research focusing on the development of effective teaching methods is needed. This study produced information for future nursing education research in this field, especially for interventional studies.

Growing pains of credentialing research: discussions from the institute of medicine workshop.

Credentialing research currently lacks substantial depth to validate the connection between credentialing and patient outcomes. However, it is essential to demonstrate that credentialed nurses and organizations can significantly impact the provision of high-quality patient care. This article highlights the challenges of demonstrating such an impact, which was identified at the recent Institute of Medicine meeting, Credentialing Research in Nursing.

A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa.

BACKGROUND: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997). The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa.  OBJECTIVES: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa.  METHOD: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis) in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied.  RESULTS: The structure of the model is multidimensional and complex in nature (macro, mesoand micro) based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation.  CONCLUSION: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

Bologna process, more or less: nursing education in the European economic area: a discussion paper.

The Bologna Declaration and the subsequent processes is the single most important reform of higher education taking place in Europe in the last 30 years. Signed in 1999, it includes 46 European Union countries and aimed to create, a more coherent, compatible, comparable and competitive European Higher Education Area. The purpose of this paper is to discuss the Bologna Declaration achievements in nursing education at 2010 within eight countries that first signed the Declaration on 1999. Researchers primarily identified national laws, policy statements, guidelines and grey literature; then, a literature review on Bologna Declaration implementation in nursing was conducted on the Medline and CINAHL databases. Critical analyses of these documents were performed by expert nurse educators. Structural, organizational, functional and cultural obstacles are hindering full Bologna Process implementation in nursing education within European Economic Area. A call for action is offered in order to achieve a functionally unified system within nursing.

Evaluating preceptor perception of support using educational podcasts.

After their initial training, preceptors report a lack of ongoing support specifically in dealing with preceptor-identified areas of unsafe practice: the inability to demonstrate knowledge and skills, attitude problems, unprofessional behavior, and poor communication skills. The purpose of this staff development study was to test the use of educational technology in the form of podcasts, demonstrating how a preceptor could constructively approach difficult situations using caring behaviors to engage novice nurses and to examine the relationship between preceptor support and role commitment. A correlational research design was used to examine the effects of the podcasts, continuously available through common web sites. Findings include a significant increase in the preceptor's perception of support especially among participants who had less training or experience with precepting. A strong correlation between the preceptor's perception of support and commitment to their role was also demonstrated. Preceptors suggest development of additional podcasts for ongoing educational support.

Comparison of methodologic quality and study/report characteristics between quantitative clinical nursing and nursing education research articles.

AIM: To compare the methodologic quality and study/report characteristics between quantitative clinical nursing and nursing education research articles. BACKGROUND: The methodologic quality of quantitative nursing education research needs to advance to a higher level. Clinical research can provide guidance for nursing education to reach this level. METHOD: One hundred quantitative clinical research articles from-high impact journals published in 2007 and 37 education research articles from high impact journals published in 2006 to 2007 were chosen for analysis. RESULTS: Clinical articles had significantly higher quality scores than education articles in three domains: number of institutions studied, type of data, and outcomes. CONCLUSION: The findings indicate three ways in which nursing education researchers can strengthen the methodologic quality of their quantitative research. With this approach, greater funding may be secured for advancing the science of nursing education.

Use of the seven principles of effective teaching to design and deliver an interactive hybrid nursing research course.

AIM: This study examined how applying the seven principles of effective teaching to designing and delivering an undergraduate nursing research course in a hybrid format affected course quality. BACKGROUND: Existing research does not adequately describe how the design and delivery processes of hybrid courses affect course outcomes or how these processes address informatics learning resources and students' varying levels of computer skills. METHOD: A hybrid nursing research course was designed and delivered to 105 nursing students using Blackboard and Tegrity systems. Using a mixed-methods approach, students' satisfaction with the course was measured and achievement was compared with those of a comparable previous cohort that had taken the same course in the traditional format. RESULTS: Students reported high satisfaction with the course and obtained significantly higher scores than students in the previous semester. Concerns included working in groups and the additional workload associated with the online component. CONCLUSION Applying the seven principles of effective teaching in design and delivery can improve the quality of hybrid courses.

An example of qualitative comparative analysis in nursing research.

AIM: To describe an example of qualitative comparative analysis (QCA) in a study about the role of clinical placement, nursing education and patient outcomes. BACKGROUND: Clinical placement is often considered an essential aspect of nursing education and an invaluable way to prepare students for the reality of nursing. However, many questions about the role of clinical placement remain unanswered, such as duration, style and learning outcomes. QCA is a novel approach to data analysis, which has been used for some time in social science research, and may be useful in tackling such questions. DATA SOURCES: Participants (n= 16) involved in a case study using questionnaire, in-depth interview and document analysis. REVIEW METHODS: Few examples of QCA exist in nursing-related research. Examination of approaches to social sciences and educational research, and the conditions that influence nursing education and clinical placement were conducted via a number of online database searches. DISCUSSION: The paper presents an example of how QCA was used to consider whether there is any causal relationship between certain features of clinical placement, such as duration, level of preparation, level of benefit, and the capacity of recently graduated registered nurses to provide a range of nursing interventions for pneumonia, falls and pressure-area care. Effective and contemporary curriculum design requires examination of the components of clinical placement that influence graduates and their learning, particularly important at a time when access to the clinical placement setting is becoming increasingly difficult. This paper should stimulate nurse researchers to consider the potential for QCA and case study in addressing many of the complex questions that lend themselves to research designs with small numbers of participants. CONCLUSION: This paper will be of interest to nurse researchers looking for innovative approaches to data analysis and educators responsible for curriculum design and the delivery of clinical placement experience. IMPLICATIONS FOR PRACTICE: A greater understanding of the role o f clinical placement experiences inthe education of nurses has direct implications for the provision of better health care.

[Current state of competence assessment in nursing]. / Entwicklungsstand der Kompetenzmessung im Berufsfeld Pflege.

Competency measurement is central to the optimisation of outcome oriented educational processes in nursing, similar to the concept of evidence based practice. The classification of measurement tools provides the basis for describing the current state of research and development in relation to competence measurement in nursing science, and any gaps are identified. The article concludes with questioning the importance of outcome oriented quality orientation in order to achieve an increase in quality during training. Further methodological developments and qualitative studies are needed to examine the context specific processes of interaction and learning, beyond competence diagnostics.

The catcher in the why: developing an evidence-based approach to the organization, delivery and evaluation of pre-registration nurse educational programmes.

Changes to the pedagogy of pre-registration nurse education and training have become a global phenomenon. However, the evidence base to inform responses to these changes and the impact on nursing practice is limited. This paper explores the outcomes of an innovative approach aimed at ensuring responses to these drivers for change, particularly in curriculum development, the organisation, management and delivery of programmes and the enhancement of the student experience, are evidence based. This paper reports on an organisational change project undertaken in a School of Nursing in the North West of England, UK. The project involved 12 interrelated work streams used to explore aspects of the student journey from recruitment through progression to eventual employment. An evidence base was developed through a methodological bricolage that drew upon a robust and authentic mixture of systematic literature reviews, contemporaneous analysis of educational practice and evaluation of the student experience. This was used to underpin the decision making processes required to promote innovation in programme design, to increase the involvement of students in the facilitation and evaluation of their learning experiences, and helped shape the organisational changes required for embedding an evidenced-based culture in the School. Consistent and transformational leadership has been key to the project's success in communicating and managing the changes.