RESUMO
BACKGROUND: Although faculty design Master of Science in Nursing courses to help students acquire knowledge in practice, evidence gaps exist in the literature. The purpose of this study was to describe problems identified by practicing graduate nursing students, match them with themes from the National Institute of Nursing Research, determine if sufficient published literature exists to guide research-based interventions, and identify gaps. METHOD: Using the National Institute's research themes as the framework, 215 de-identified student papers were selected using two courses-a research methods/biostatistics and an ethics course. The Krippendorff method was used to identify practice-based problems and research-based interventions with gaps in the literature. DISCUSSION: Students identified pain, sleep difficulties, delirium, falls, hospital-acquired infections, noise, hypothermia, and stress as priority practice-based problems. CONCLUSION: A lack of clear or administratively enforced clinical guidelines or educational strategies was identified as an area with information gaps in the literature.
Assuntos
Educação de Pós-Graduação em Enfermagem/organização & administração , Pesquisa em Enfermagem/organização & administração , Recursos Humanos de Enfermagem , Competência Clínica , Comportamento Cooperativo , Currículo , Educação de Pós-Graduação em Enfermagem/métodos , Docentes de Enfermagem , Humanos , Guias de Prática Clínica como AssuntoRESUMO
BACKGROUND: The purpose of this study was to examine associations between student engagement and student outcomes for online Master of Science in Nursing students using course analytics. METHOD: A retrospective, correlational design was used to analyze the relationship between the admission grade point average (GPA), course analytics measuring course access, minutes, interactions, and submissions, as well as the output of course grade. Additional associations with age, gender, major, and geography were tested. RESULTS: Interactions and submissions had the highest impact on the course grade. Each additional increase in submissions resulted in an increase in course grade by 0.33% (p < .0001). Additionally, each 1-point increase in entry-level GPA was associated with an increase in course grade by 1.93% (p = .0289). Each 1-year increase in age demonstrated a course grade decrease of 0.17% (p < .0001). CONCLUSION: The two factors that most affected grade were interactions and submissions. Course grade was associated with entry-level GPA, age, access, and minutes. [J Nurs Educ. 2019;58(4):207-213.].
