Perceptions of male students in a baccalaureate nursing program: A qualitative study.

Prominent nursing organizations globally have called for a concerted effort to increase diversity in nursing education. While the number of men in the nursing workforce in the United States has increased slowly over the past five decades, the proportion of men in the profession remains low in comparison to the U.S. population. In response to research indicating a less-than-optimal experience for male nursing students, faculty and students embarked on a collaborative effort to improve the experience of this student population. This paper explores the reasons that men choose to enter nursing as well as the lived experience of men in a baccalaureate prelicensure nursing program in the United States. The purpose of the study was to determine if progress had been made toward a shared goal of an improved experience for male students. Of the 19 male students who met the inclusion criteria, 13 students agreed to participate in the descriptive phenomenological study. Findings of this study indicate that previous interventions aimed at creating a more welcoming environment for male nursing students at the research site have been moderately successful. Clinically, it is evident that there is still more work left to be done, specifically regarding the maternal-newborn clinical experience.

An Academic and Clinical Practice Partnership Model: Collaboration Toward Baccalaureate Preparation of RNs.

BACKGROUND: In response to the call for a baccalaureate-prepared nursing workforce versed in enhanced critical thinking, clinical judgment, and complex decision making, an innovative and highly accessible model for developing academic and clinical practice partnerships among stake-holders in nursing education was developed and implemented. METHOD: Participatory action research informed the qualitative research methodology for implementing the model. The model allows for a number of data collection points to ensure the needs and concerns of stakeholders were considered. RESULTS: Implementation of the model resulted in six new academic partnership agreements and two new clinical practice partnerships. CONCLUSION: Academic and clinical practice partnerships are integral to fostering mutual respect among stakeholder institutions, enhancing collaboration toward evidence-based practice and joint research efforts, and creating seamless pathways to academic progression in the nursing profession. Such collaborative efforts are paramount to easing the barriers to baccalaureate and advanced-degree preparation in nursing. [J Nurs Educ. 2020;59(4):203-209.].

Student Profile Characteristics as Predictors of Success: Nontraditional and English as an Additional Language Students in a Prelicensure BSN Program.

This study examined the extent to which selected student profile characteristics predict success for a sample of prelicensure BSN students at a Midwestern university. The results indicated that both nontraditional students and students with English as an additional language are less likely to experience early program success and on-time completion while nontraditional students were more likely to experience National Council Licensure Examination (NCLEX-RN®) success. Results from the study were used to develop interventions specifically designed to promote success in diverse student populations at the research site.

A Framework for Educator Storytelling: Situation, Background, Assessment, Recommendation, Review (SBARR).

BACKGROUND: Delivering content in an interactive manner presented a specific challenge in a medical-surgical course. Storytelling, using an SBARR (Situation, Background, Assessment, Recommendation, Review) format, emerged as a means to deliver content in an interactive and engaging manner. PURPOSE: The purposes were to provide a framework for effective educator storytelling in the nursing classroom and after implementation of the framework, to gather student perceptions of the effectiveness of the SBARR framework. METHODS: A 2-stage qualitative methods approach using Bengtsson's method of thematic content analysis was chosen for the pilot study. Content analysis and a descriptive survey were used to gather student perceptions of the SBARR framework. RESULTS: Five themes emerged: stay engaged, retain material, comprehend concepts, relate theory to practice, and develop critical thinking. CONCLUSIONS: Nurse educators seeking to improve effectiveness while capitalizing on their wealth of experience from clinical practice may benefit from the use of storytelling using the SBARR format.