Bridging the gap: Innovating undergraduate public health nursing education through a service-learning health fair project.

Amidst a critical shortage of registered nurses, nursing schools are aiming to expand enrollment while working with ongoing resource constraints. Service-learning clinical activities can enhance nursing education by improving clinical quality, addressing faculty and clinical site shortages, and meeting increasing enrollment demands. This paper describes a health fair experience that served as a service-learning clinical experience within an undergraduate public health nursing course. The experience bridged theoretical knowledge with real-world application, fostering competency-based learning and addressing community health needs, resulting in a positive impact on students, faculty, and the community.

Experiential Learning of Childhood Growth and Development Through a Pediatric Play Project.

ABSTRACT: The adoption of a new undergraduate nursing curriculum granted the opportunity to develop a new method for teaching growth and development. The Pediatric Play Project was designed as part of clinical experience where students explored principles of growth and development by designing a toy or play activity for a hospitalized pediatric patient. Students exhibited immense creativity while meeting learning outcomes, and the project received positive feedback from students and faculty. With minor refinement of the project, students will continue to gain understanding of the nurse's role in promoting growth and development for the hospitalized child.

Collaborative online international learning in undergraduate nursing education: from inspiration to impact.

OBJECTIVES: Collaborative Online International Learning (COIL) is an innovative teaching pedagogy involving faculty collaboration and student co-learning across global partner schools. Guided by the cross-cultural alignment model, the purpose of this educational research project was to analyze the impact of COIL on the knowledge, skills, and attitudes of nursing students in two global partner schools and to determine if groups of students were impacted differently. METHODS: Students engaged in synchronous and asynchronous learning sessions using a secure digital platform over several weeks. Data was gathered from students using an optional, anonymous, online, retrospective pre-posttest survey. RESULTS: COIL enhances student understanding of key global nursing concepts and culturally responsive care. Differences across schools were observed. CONCLUSIONS: COIL is a feasible and cost-effective way to integrate global education into the curriculum of undergraduate nursing education. Recommendations for future COIL experiences are made.

Increasing Nurses' Knowledge of and Self-confidence With Family Presence During Pediatric Resuscitation.

BACKGROUND: Family presence during resuscitation is becoming more common, and pediatric critical care nurses regularly facilitate this process. However, most hospitals lack policies and education to support nurses in this practice. OBJECTIVE: To increase pediatric intensive care unit nurses' knowledge and self-confidence with family presence during resuscitation through an educational intervention. METHODS: The project used a pre-post intervention study design with anonymous online cross-sectional surveying. Participant demographic data were collected along with participants' responses to 2 instruments measuring perceived risks and benefits of family presence during resuscitation and participant self-confidence with the process. The educational session consisted of a 2-hour structured session incorporating content presentation, discussion, simulation videos, and parental testimony. RESULTS: Thirty-six nurses participated in this project. Overall mean scores of both tools and scores of almost every item within each tool significantly increased after the intervention. CONCLUSION: Formalized and structured education on family presence during resuscitation appears to promote pediatric intensive care unit nurses' knowledge, increase their perception of benefits outweighing risks, and enhance their self-confidence in supporting family members. Providing information about family presence during resuscitation and how best to facilitate this practice should be a priority and included as part of standard educational support for pediatric intensive care unit nurses.

Forging Unique Paths: The Lived Experience of Hispanic/Latino Baccalaureate Nursing Students.

BACKGROUND: The purpose of this study was to describe the lived experience of Hispanic/Latino nursing students, as shared by new graduates of baccalaureate nursing programs in the southeastern United States. METHOD: This research used descriptive phenomenology with in-depth, private, semistructured interviews. Data were analyzed using inductive analysis methods consistent with Braun and Clarke. RESULTS: Data analysis resulted in four main themes: Being an Edge Runner, Connections Matter, Looking Within, and We Are Not All the Same. CONCLUSION: Analysis revealed that the lived experience of Hispanic/Latino baccalaureate nursing students is complex and multifaceted. Fostering these students' connections within nursing, understanding their unique paths, and recognizing the individuality that each brings to the learning environment are key factors in promoting their success. [J Nurs Educ. 2021;60(1):13-19.].

Stone Soup: A Metaphor to Create an Inclusive Learning Environment Within Nursing Education.

BACKGROUND: This article describes the design of an inclusive learning environment for undergraduate nursing students in a pediatric nursing course. METHOD: A metaphor of Stone Soup and visual cues representing the collective class diversity was introduced in week one, along with a voiced faculty commitment to learn individual student names. These strategies were incorporated throughout the semester. RESULTS: Student feedback gathered through an anonymous online survey near the end of the semester was positive. Students reported an enhanced understanding of culturally responsive nursing care, a strong sense of belonging in the class, and placed a high value on their own as well as their classmates' input into class discussions. CONCLUSION: This educational innovation shows promise in yielding high classroom participation, a sense of belonging across diverse groups of students, rich classroom discussions, and heightened student awareness and understanding of culturally responsive nursing care. [J Nurs Educ. 2020; 59(11):651-654.].

Acculturating Into Nursing for Hispanic/Latinx Baccalaureate Nursing Students: A Secondary Data Analysis.

BACKGROUND: This is a secondary data analysis of an original study describing the lived experiences of Hispanic/Latinx nursing students as they acculturate into the profession of nursing. METHOD: The original study described the experiences of 11 Hispanic/Latinx new graduates from three baccalaureate nursing programs in the southeastern United States. A secondary data analysis using a theoretical thematic analytical approach with data gathered in the original study was done to determine the utility of the theory of cultural marginality in understanding these student experiences. RESULTS: Findings support aspects of the theory, including marginal living, cross-cultural conflict recognition, and adjustment responses of poise and integration. Personal and contextual influences also impact the acculturation process for these nursing students. CONCLUSION: The theory of cultural marginality is valuable and provides important context for understanding the process that Hispanic/Latinx nursing students experience as they acculturate into nursing.

Acculturation Into Nursing for Hispanic/Latino Prelicensure Nursing Students and New Graduates: Integrative Review of Literature.

BACKGROUND: Increasing recruitment and retention of Hispanic/Latino nursing students is urgently needed to increase the diversity of the nursing profession and address persisting health disparities. PURPOSE: This integrative review describes current knowledge of Hispanic/Latino prelicensure nursing student and new graduate experiences. METHODS: A comprehensive literature review was performed using several online databases. RESULTS: The Theory of Cultural Marginality provides structure for organizing and synthesizing the literature. Several concepts from the theory are prominent in the literature, including marginal living and across-culture conflict, easing cultural tension and adjustment responses, and contextual, independent, and personal influences. CONCLUSIONS: The process that Hispanic/Latino prelicensure nursing students and new graduates experience as they acculturate into the profession of nursing is complex. Understanding this process is paramount for nurse educators and should be the foundation on which to design, measure, and evaluate educational strategies aimed at fostering student success.

An integrative review of sibling responses to childhood cancer.

TOPIC: Siblings of children with cancer experience extraordinary responses and changes to their lives over the course of their family's cancer journey. PURPOSE: The purpose of this paper is to conduct an integrative literature review to synthesize and analyze relevant findings related to the siblings' experiences of childhood cancer. SOURCES USED: CINAHL, PubMed, Embase, MEDLINE, and PsycINFO were searched using the key terms: "sibling*" AND "pediatric*" AND "cancer" AND "experienc*" OR "experience*." Inclusion criteria for this review were research studies focused on sibling responses to having a brother or sister with cancer, published in English between January 1, 2012 and December 31, 2017. CONCLUSIONS: Siblings of children with cancer experience many changes to their emotions, relationships, family and home life, school life, and extracurricular activities. They have specific needs and desires including the need for information. Whereas they undergo many changes during the cancer journey, siblings often demonstrate resilience and personal growth and find ways to problem-solve and cope.

Simulation to Prepare Graduate Nursing Students for Clinical Faculty Role.

Limited clinical sites and faculty to teach graduate students to be undergraduate clinical faculty have led to the exploration of innovative teaching strategies. This article describes and evaluates a simulation experience to supplement didactic learning about best clinical teaching practices within a graduate nursing course. Scenarios were created to simulate complex teaching situations with a patient, an undergraduate nursing student, and a clinical faculty member. Evaluations were positive regarding knowledge, performance, self-confidence, critical thinking, and satisfaction. Results of this project support the use of simulation in the preparation of graduate nursing students to become clinical faculty.

Faculty development: doing more with less.

Faculty development is essential to prepare novice nurse educators for their teaching role and to keep experienced faculty up to date with new educational approaches. This article describes a comprehensive and cost-effective program for faculty development that builds on the expertise of current faculty to educate, guide, and support colleagues, and foster their career development. The faculty development program includes an annual clinical faculty workshop; monthly face-to-face and online educational programs; a formal mentoring program for novice teachers and faculty members new to the school; programs for professional and career development; and a website for faculty orientation and continued learning.