Dementia Care Competency Model for Higher Education: A Pilot Study.

A statewide landscape analysis was initiated to identify workforce development and educational needs concerning the support of persons with Alzheimer's Disease and Related Dementias (ADRD). Educational programs preparing healthcare professionals were targeted since people with ADRD, and their families/caregivers, often have frequent, ongoing contact with healthcare providers. A literature review and thematic analysis discovered a dearth of research and a lack of consistent competency identification for healthcare education. A crosswalk comparison of various competency models led to the development of a five factor model. A survey based on this model was sent to educators statewide evaluating confidence in ADRD-specific competency attainment in graduates. Descriptive statistics and factor analysis led to a revision of the original five factor model to a three factor model, including competencies in Global Dementia knowledge, Communication, and Safety, each with various sub-competencies. Identifying ADRD-specific competencies for graduating healthcare students is essential. This three factor competency framework will support educational programs in examining curricular offerings and increasing awareness concerning the needs of the ADRD population. Furthermore, using a robust competency model for healthcare education can assist in preparing graduates to address the needs of those with ADRD as well as the needs of the family/caregiving system and environment.

A Qualitative Analysis of Metacognition in Simulation.

BACKGROUND: Metacognition enables understanding, analysis, and regulation of one's cognition when engaged in learning. Metacognition, epistemic questioning, and self-regulated learning are foundational to the development of critical reasoning and self-reflective practice. METHOD: This pilot qualitative study used observations and interviews to identify metacognitive strategies used by a convenience sample of nursing students prior to and during simulation and debriefing. Metacognitive taxonomies were used to code the observations and interviews. RESULTS: Coding evaluation identified that although students participated in some types of metacognition during simulation and debriefing, they did not engage in the complete metacognitive trajectory necessary for self-regulated learning. CONCLUSION: Simulation design lends itself to the use of metacognitive strategies. Students would benefit from these strategies being implemented throughout prebriefing, simulation, and debriefing. Further research is needed concerning strategies to increase metacognition in simulation and debriefing and whether prior student training in metacognitive skills affects simulation and debriefing learning outcomes. [J Nurs Educ. 2017;56(11):675-678.].

Evidence-based reflective teaching practice: a preceptorship course example.

AIM: This preceptorship course case study employed an evidence-based reflective teaching practice perspective based on a nursing process framework to develop, implement, and evaluate assignment efficacy directly related to course objectives. BACKGROUND: Journaling and article analysis had been used to assess development of role socialization, critical thinking, and self-reflective practice. These activities were found to be ineffective; new assignments were needed to address essential issues and allow for evaluation of assignment efficacy. METHOD: Based upon contextual constructivism, four assignments were developed focused on learning goals, nursing skills, assumptions/biases, and role socialization.Assignment efficacy was evaluated via anonymous exploratory surveys. RESULTS: Student reports identified that assignments met learning outcomes. Methods for improvement in instructional practice were identified and revisions made. CONCLUSION: Participation in evidence-based reflective teaching practice can enhance reflective practice in students through appropriate assignment development, advancing the discipline of nursing education.