Bloom's Taxonomy: Framing Virtual Simulations During the COVID-19 Pandemic.

The COVID-19 pandemic required a significant pivot in nursing education, whereby in-person simulations moved to an online format. Kaplan's i-Human Patients was a virtual simulation platform utilized at a large Midwestern university for student nurses. This online virtual simulation platform helped evaluate students' clinical knowledge and understanding using the Bloom's taxonomy framework to scaffold cases. In addition, the five phases of professional development was incorporated to aid faculty instruction.

A Mentoring Workgroup for Academic Role Transition Among Clinical-Track Nursing Faculty.

BACKGROUND: With the current ongoing nurse faculty shortage, mentorship can aid in career advancement, promotion, and retention for clinical assistant professors (CAPs) when hiring clinical-track faculty. METHOD: The organization, experiences, and outcomes of a CAP mentorship workgroup within a multi-campus research-intensive college of nursing are described. RESULTS: The CAP mentorship workgroup was guided by senior faculty and met monthly to provide CAPs with a better understanding of the promotion process, motivation to pursue scholarship, and peer support. Through this workgroup, seven CAPs have completed their probationary review process, two CAPs are in the process of being promoted to clinical associate professors, and more than 90% of CAPs have been retained. CONCLUSION: Mentorship for clinical-track faculty can positively influence faculty productivity and aid in CAP retention, which contributes to the success of nursing programs. [J Nurs Educ. 2023;62(3):183-186.].

A Systematic Review and Meta-analysis of the Initial Literature Regarding COVID-19 Symptoms in Children in the United States.

INTRODUCTION: COVID-19 symptom presentation among adults is mostly understood. However, understanding COVID-19 symptom presentation in children lags. METHOD: A literature search was conducted in three electronic databases. Twenty-three initial publications addressing COVID-19 symptom presentation among hospitalized children in the United States met the criteria for review and meta-analysis. RESULTS: Fever, the most common symptom, was present in nearly all cases. Gastrointestinal, respiratory, oral symptoms, and rash occurred in over half of the cases. Disease severity assessment showed that comorbidities were present in one-third of patients; intensive care was needed for half of the patients, and supplemental oxygen and mechanical ventilation were needed by 13.3% and 7.1%, respectively. DISCUSSION: The magnitude and significance of COVID-19 symptoms in children compared with those in adults and three common childhood viral illnesses: influenza, respiratory syncytial virus, and gastroenteritis, are discussed. Important clinical differences were found that may help clinicians distinguish COVID-19 from other illnesses.

Development of a Multisite Nursing Simulation Work Group Focusing on the International Nursing Association for Clinical Simulation and Learning Standards.

BACKGROUND: Simulation faculty development refers to the education of faculty in preparation and facilitation of simulation-based experiences. A college of nursing with six campuses implemented a simulation work group to ensure consistent simulation faculty development across six campuses. METHOD: The simulation work group was formed in four stages and used the International Nursing Association for Clinical Simulation and Learning Standards as a framework for standardizing simulation. The work group consisted of 14 faculty from five nursing campuses. Members were recruited via email, telephone call, or a simulation newsletter. RESULTS: Challenges were identified and addressed. Work group implementation has provided the simulation program with new initiatives and a unified scheduling system, budget, standardized debriefing, and student evaluation method. CONCLUSION: With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences. [J Nurs Educ. 2021;60(3):165-168.].

Factors That Affect Quality of Life in Young Adults With Type 1 Diabetes.

PURPOSE: The purpose of this study is to examine in young adults (18-35 years) with type 1 diabetes (T1DM) factors known to be associated with quality of life: fear of complications (including hypoglycemia), self-efficacy for diabetes self-management, and self-management of diabetes. METHODS: Participants ( N = 180) completed online a Demographic/General Health Survey, Diabetes Quality of Life Measure, Hypoglycemia Fear Scale, Fear of Complications Questionnaire, Diabetes Behavior Rating Scale, Self-Efficacy for Diabetes Self-Management, and Diabetes Knowledge Test. RESULTS: Multiple linear regression showed that quality of life was significantly associated with fear of hypoglycemia, fear of complications, and self-efficacy. Quality of life was not associated with either diabetes self-management behaviors or diabetes knowledge. CONCLUSIONS: Although participants demonstrated appropriate self-management behaviors and moderate self-efficacy, on the Diabetes Quality of Life Instrument, they reported high dissatisfaction with the burden that diabetes places on their families and the amount of time it takes to manage their diabetes. Quality of life was significantly positively correlated with fear of hypoglycemia and fear of complications. Quality of life was significantly negatively correlated with self-efficacy. These observations suggest that, as fear of hypoglycemia and fear of complications increase, quality of life decreases, and as self-efficacy increases, so does quality of life. Thus, fear of hypoglycemia, fear of complications, and self-efficacy may be appropriate primary outcomes to use in interventions designed to improve quality of life in young adults with T1DM. Findings from this study extend our understanding of being a young adult with T1DM.