Active Learning Outcomes on NCLEX-RN or Standardized Predictor Examinations: An Integrative Review.

BACKGROUND: Despite research indicating that active learning pedagogies that allow more student interaction in the classroom are the most effective way of teaching for comprehension and retention of material, lecture methods are still the most prominent method of teaching in schools of nursing. Although an abundance of research has explored student satisfaction and active learning methods, few studies have examined these methods to determine how they may affect scores on the NCLEX-RN and standardized predictor examinations such as Health Education Systems, Inc., and Assessment Technology Institute examinations. METHOD: A comprehensive integrative review of teaching methods that used active learning and NCLEX-RN or predictor examinations identified nine publications. RESULTS: NCLEX-RN and standardized predictor examination scores were higher when active learning methods were used compared with classrooms that used more traditional learning methods. CONCLUSION: Moving the focus from lecture-based to student-based learning in nursing courses may be the key to increasing scores on the NCLEX-RN and other predictor examinations. [J Nurs Educ. 2019;58(1):42-46.].

Transition From Education to Practice for New Nursing Graduates: A Literature Review.

New nurse turnover costs organizations in the United States an estimated $1.4 billion to $2.9 billion per year (Meyer, Shatto, Delicath, & von der Lancken, 2017; Ulrich et al., 2010). Retention of graduate nurses can decrease costs, combat nursing shortages, and improve patient outcomes. Despite the increase in prevalence of nurse residency programs, new nurses are leaving their first positions at alarming rates. The purpose of this literature review is to examine the factors that affect graduate nurse transition to practice. Findings indicate that a supportive environment free from bullying, a positive preceptor experience, and self-confidence were keys to retaining new graduate nurses.

Reflections of two trainees: Person-of-the-Therapist Training for marriage and family therapists.

In this article we share our personal and professional experiences, struggles, and growth, as former trainees of the Person-of-the-Therapist Training pilot study, conducted during our master's coursework in the Couple and Family Therapy Department at Drexel University. We include our perceptions of the training process in vivo, the challenges and benefits of doing this work in an academic setting, case examples to convey our journey of personal discovery, and the use of what we learned about ourselves in our development as therapists. This development includes a deepening of awareness of self in our relationship and work with our clients, a greater ability to work with both our personal assets and vulnerabilities, as well as the acquisition of skills to actively and purposefully use our entire person diagnostically and therapeutically in our work with clients.