Comparing Virtual Simulations to Paper Case Studies in Combination With Manikin-Based Medication Administration Simulations: A Quasi-Experimental Study.

BACKGROUND: Medication errors are among the most common preventable adverse events in health care. METHODS: A quasi-experimental approach with a pre/posttest design was used to explore the effectiveness of an enhanced medication administration simulation bundle that included the use of manikin-based simulation-based experiences (SBEs) in combination with either virtual SBEs (V-SBEs) for deliberate practice (DP) or traditional paper case studies for DP on safe medication administration in undergraduate nursing students. RESULTS: Nursing students (n = 101) participated in multiple medication administration-focused SBEs including DP via V-SBEs or DP via traditional paper case studies. Student performance in the medication administration SBEs improved after the third experience. There was no statistically significant difference between the V-SBE groups compared with the traditional paper case study groups across the 3 medication administration-focused SBEs. CONCLUSION: Findings from this study highlight the importance of DP with medication administration for undergraduate nursing students.

Building Team Leader Competency in Senior Nursing Students.

ABSTRACT: Nursing students have limited opportunities to build team leader skills during their clinical experiences, leaving a practice gap. Senior nursing students participated in a competency-based education unit and a simulation-based learning experience incorporating team leader skills. Presurvey and postsurvey data were collected using the Self-Confidence and Comfort with Utilizing a Standardized Handoff Communication Tool. Participants who completed both surveys were analyzed ( n = 85). Statistically significant improvements were found on 14 of the 19 survey items. Results suggest the effectiveness of using competency-based education and simulation-based learning experience to help nursing students build confidence and comfort in team leader skills.

Racism and Professional Competence: Nursing Students in Interracial Evaluations.

BACKGROUND: This pilot study examined the association of internal and external motivation of White nursing students to avoid appearing racist while interacting with standardized patients in a simulation-based learning experience (SP-SBLE). The influence of nursing students' preexisting motivations to avoid racism were examined for their effect on clinical performance in their SP-SBLE. METHOD: White nursing students (N = 50) completed measures of motivations to avoid racism prior to their end of semester practical examination. Students were then randomly assigned to an SBLE with a SP portraying chest pain. RESULTS: White students interacting with White SPs performed better than White students interacting with Black SPs. CONCLUSION: Concern about appearing racist may interfere with White students' ability to perform well in a clinical setting because it may draw cognitive resources away from the clinical task. This is a first step in understanding how nursing students' perceptions may contribute to racial inequities in health. [J Nurs Educ. 2022;61(1):41-45.].

Community-Based Participatory Research partnership with faith-based organizations to address obesity and glucose control.

OBJECTIVES: To explore the lived (narrative) experience of obesity and/or diabetes mellitus within focus groups consisting of individuals and community support persons residing in Genesee County, Michigan. DESIGN: Qualitative study, using Community-Based Participatory Research (CBPR) methodology to design and conduct focus group interviews. SAMPLE: Nineteen participants from faith-based organizations (FBOs) in Genesee County (74.5% Caucasian, 3.0% Hispanic American). MEASUREMENTS: Semi-structured narrative focus group interviews, using thematic coding and qualitative analysis software (Otter.com). RESULTS: Participants from diverse FBOs revealed barriers that prevent them from reaching their weight goals and preventing or controlling diabetes. A shared theme included the concern that providers do not actively inquire about patient concerns at appointments, and they fail to offer practical strategies beyond pharmaceutical interventions. CONCLUSION: Focus group interviews with community residents revealed issues and barriers patients and their support persons face in health care experiences. Utilizing CBPR (methodology) is an opportunity for advanced practice nurses (health care professionals) to co-create strategies and interventions with the community that can assist them in successfully reaching their weight loss and diabetes prevention goals.

Children's Oral Health in Nursing Education and Practice: A Call for Action.

Dental caries are preventable but remain all too common.

Integrating Environmental Sustainability Content Into an RN-to-BSN Program: A Pilot Study.

BACKGROUND: The link between environmental sustainability, climate change, and health outcomes makes environmental sustainability an important topic for educators to include in nursing curricula. METHOD: Students completed a sustainability in nursing learning module, over a 4-week period, during which students created blog posts based on the learning materials and clinical practice observations. The Sustainability Attitudes in Nursing Survey questionnaire was incorporated to measure changes in student attitudes regarding sustainability. RESULTS: Descriptive statistics indicated that students had higher average scores on the posttest for all variables except one measurement. Paired t-test results revealed statistically significant differences in nine sustainability attitude items in the pretest and posttest scores. These findings suggest that the intervention likely contributed to improved attitudes about sustainability in the workplace. CONCLUSION: Results of this study are promising because the brief intervention had a significant effect on practicing nurses' attitudes about sustainability in their work environments. [J Nurs Educ. 2020;59(11):637-641.].

Assessing student expectations and perceptions of a short-term international service-learning experience.

OBJECTIVES: Despite nursing students' need for cultural education, few studies have measured what students expect from international service-learning experiences and how their perceptions of the actual experience compare to these expectations. To increase understanding of global nursing experiences, the purpose of this study was to examine the similarities and differences between nursing students' anticipated (pre-travel) personal and professional developmental expectations and reported (posttravel) personal and developmental outcomes. DESIGN: This study employed a mixed descriptive research design. Quantitative data was secured through survey methodology. Written responses to open-ended questions provided qualitative data for analysis. SAMPLE: Between 2012 and 2017, 43 undergraduate and graduate nursing students at a Midwestern university completed surveys and narratives about their participation in an international service-learning course in Kenya. RESULTS: Students' anticipated learning was achieved through their international experiences. Participants also experienced personal growth, professional development, cultural competency enhancement, and transformation from the educational experience. They also described how their experiences would change their personal and professional lives. CONCLUSION: The depth and breadth of the growth and learning described by students is consistent with the expectations of high-impact educational practices.

The Crisis and the Shutoffs: Reimagining Water in Detroit and Flint, Michigan, Through an EcoJustice Analysis.

This chapter outlines the guiding theoretical framework of EcoJustice Education (EJE), research questions, semistructured interviews with nursing scholars that begin to question the perceptions that lead us to the crisis and recommendations of how sustainability efforts can help to address the vital relationality of human beings to water. It highlights the profession of nursing education in order for nurses to understand their roles within the context of the crises. The EJE theoretical framework will help nurse educators reimagine a new understanding and a powerful discovery that includes the awareness of a broad set of historically constructed and politically motivated power knowledge relations in nursing. The chapter provides examples and discussions of four dominant discourses predominant within the Flint Water Crisis and Detroit Water Shutoffs: anthropocentrism, ethnocentrism, individualism, and mechanism. These discourses are related to nursing education to further explain how they are pervaded in nursing.