Baccalaureate Nursing Education Research Articles

Aligning Simulation-Based Education With Didactic Learning in Prelicensure Baccalaureate Nursing Education.

Research has shown there is a gap between academia and practice. Nursing stakeholders support the use of the clinical judgment model in developing competency for practice. This study analyzed the effectiveness of simulation-based education on the development of clinical judgment and explored new graduate nurses' perceptions of their preparation for practice. A longitudinal, explanatory, mixed-methods design with survey points at onset and end of the intervention and interviews 6 months postgraduation. The Simulation Effectiveness Tool-Modified (SET-M) was utilized for the pre- and posttest surveys. Two-tailed Mann-Whitney 2-sample rank sum tests were conducted and analyzed for all items on the SET-M. Significant differences were seen in pre- and posttest responses for 12 of the 19 SET-M survey items. The findings of this study support the deliberate alignment of didactic and practical teaching strategies to strengthen practice performance and bridge the gap.

Population Health Projects: An Innovative Teaching Strategy for Baccalaureate Nursing Education

The American Association of Colleges of Nursing (AACN) Core Competencies for Professional Nursing Education (2021) include a Population Health domain. Future nurses well-versed in the social determinants of health are poised to be leaders, creating change to improve the lives of vulnerable populations. The Population Health Project (PHP) is an innovative learning experience, immersing student nurses in authentic interactions that impact the communities they partner with. Baccalaureate nursing students, during their Population Health course, work in groups to produce innovative, community-focused PHPs, successfully incorporating the AACN competencies.Students identify issues impacting the wellbeing of their assigned population; these issues become the focus of their PHP. They engage with community stakeholders, including their patients, policy makers, and community partners to develop evidence-based and sustainable projects. PHPs focus on reducing health disparities and address priorities important to communities, including concepts of diversity, inclusion, and equity. Examples of long-term impacts of PHPs include: legislative change – a new law mandating pharmacies provide prescription labels in a language the patient can understand; innovative policies – initiating efforts to create a hospice for unhoused patients; and new service provision programs – teaming with a fire department to co-develop a home-visiting program to reduce non-emergent 911 calls.

Quizzing in Baccalaureate Nursing Education and the Impact on National Council Licensure Examination for Registered Nurses Success

Objective: Educators prepare students for success as new graduates, to ensure they are safe clinicians in the clinical environment. Utilization of quizzes as a study strategy increases knowledge retention, as shown by improved academic performance. Methods: This quantitative, quasi-experimental study utilized a convenience sample of recent nursing graduates. The control group received only unit exams and a final exam. The experimental group received unit exams, a final exam, and quizzes. This study evaluated if the addition of quizzing had any impact on the long-term retention of knowledge, as evidenced by improved National Council Licensure Examination for Registered Nurses (NCLEX-RN) success. Results: The results of the study showed that there were no significant statistical differences noted in NCLEX-RN scores for students who participated in quizzes (97.6%) versus those who did not (96.1%) (P=0.3627). Therefore, the study did not demonstrate a correlation between the use of quizzing and pass rates. Conclusion: While the current experiment did not demonstrate a correlation between the use of quizzing and pass rates, additional studies should be conducted to further investigate the long-term benefits to students.

Public health in undergraduate nursing education and workforce readiness.

Student engagement with the community is a cornerstone of undergraduate nursing education in Canada. Working with community from perspectives of social justice, health equity, advocacy, and political action are essential for workforce readiness. We suggest that the erosion of public health theory and clinical courses in baccalaureate nursing programs undermines the potential capability of nurses to address the intersectionality of the social determinants of health. The impact of the COVID-19 pandemic on populations further demonstrates inequities, particularly among marginalized populations. Public health nursing education supports students' understanding about the health impacts of social injustice, how systemic racism is embedded in colonial and Eurocentric structures, and practices of superiority and privileges.We, as a national group of public health nursing educators, set out to investigate how existing guidelines and competencies support public health in undergraduate education across Canada. Results from a national questionnaire of educators, and of PHN leaders on new graduate practice readiness are presented. Questionnaire responses confirm an erosion of PHN theory and practice in baccalaureate nursing education (BNE) curricula. The results of the questionnaires combined with evidence of PHN since the global pandemic provide educators and practitioners more insight to inform future directions to respond to workforce readiness.

Countering Structural Racism Through Alternative Approaches to Baccalaureate Nursing Education.

The baccalaureate degree has been touted as the preferred minimum entry into professional nursing practice in the United States. Although the number of Black registered nurses is increasing overall, Black nurses are disproportionately represented at the associate degree level. This article describes how structural racism and Eurocentric gatekeeping have historically created barriers in nursing education. We propose alternative pathways to diversify nursing education that promote equitable access to the profession.

Gamification of Primary Care in a Baccalaureate Nursing Education Program.

A grant-funded undergraduate nursing elective was designed to increase the bachelor of science in nursing-prepared nursing workforce in primary care. We created a board game to engage students to address complex needs of clients in primary care. Using patient scenario game cards, students identify and discuss levels of prevention, social determinants of health, and resiliency principles as they move along the board. Gamification challenges students to think critically and make decisions about primary care patient scenarios in a safe learning environment. Potential uses for gamification to teach students management of complex patient scenarios are identified.

Participatory Arts-Based Pedagogy in Baccalaureate Nursing Education.

Arts-based pedagogy (ABP) is an innovative teaching method combining art and learning in an existing curriculum. To understand the impact of students' perceptions of the effects of ABP on critical thinking, communication, and observational skills, 89 students completed an online survey. The results indicate that students enjoyed ABP and that it positively affected critical thinking, enhancing their future clinical practice and preparing them for increasingly complex health care environments.

A Hybrid Concept-Based Clinical Practicum Course: An Innovative Approach to Baccalaureate Nursing Education in a Rural Area.

Reports have called for a radical change in the delivery of nursing education to meet the challenges of providing safe, quality care in a complex health care system. This article presents a new, concept-based bachelor of science in nursing clinical practicum course with hybrid delivery. A concept-based curriculum prepares students for practice by facilitating the development of clinical reasoning and judgment skills. Evaluations from students and faculty indicated positive learning outcomes. The hybrid delivery accommodated students' varied schedules while practicing in facilities in three rural states.

Does Faculty Experience Count? A Quantitative Analysis of Evidence-Based Testing Practices in Baccalaureate Nursing Education.

This study explored evidence-based testing practices of nurse faculty teaching in baccalaureate programs. Faculty-developed examinations are important for determining progression in nursing programs. Little is known about faculty who implement such practices most often. A causal comparative study with a convenience sample of 177 was used to answer the research question. Participants were grouped according to level of teaching experience based on Benner's novice to expert theory. Individual/group means were calculated for the best practices in test development survey; one-way analysis of variance was used to identify significant differences between groups. Expert faculty had higher overall mean scores than the other four groups, with significantly higher scores than both the advanced beginner (p = .007) and proficient (p = .020) groups. Faculty with more experience seem to implement evidence-based testing practices most often. This information can be used to guide faculty development and peer-mentoring initiatives within nursing programs.

The Use of the Barriers to Baccalaureate Nursing Education Instrument Among ADN Students: Purpose, Reliability, and Validity.

Challenges abound as to the goal of "80% BSN by 2020." This study reports the use and the psychometric properties of the Barriers to Baccalaureate Nursing Education instrument among associate degree nursing students. Analyses included content validity, component analysis with oblique rotation, and hypothesis testing. Four factors with total variance explained of 61.24% emerged: Dispositional, Situational, and two Institutional barriers. Reliability coefficients ranged .62-.88. Group differences in subscale scores based on educational level, number of dependents, hours worked, and age were found along with correlations. The instrument demonstrated adequate validity and reliability. A structural framework toward understanding the barriers to baccalaureate education among students and nurses is provided. Future studies should include psychometric testing for further refinement, validity, and reliability.

Inclusivity in Baccalaureate Nursing Education: A Scoping Study.

Inclusivity, the intentional incorporation of practices that foster a sense of belonging by promoting meaningful interactions among persons and groups representing different traits, perceptions and experiences, is a prerequisite for excellence in nursing education. Nevertheless, many faculty struggle to create an inclusive learning experience for baccalaureate nursing students. The purpose of this scoping study was to explore and summarize the extant literature on inclusivity, identify evidence-based strategies to promote inclusivity, and provide directions for further research on inclusivity in baccalaureate nursing education. Thirty studies, conducted in English-speaking countries, from 2001 through 2016, were included in the final analysis. Results from the mostly descriptive studies were organized into 3 themes. 1) Nursing students from underrepresented minority groups experience discrimination from peers, faculty, and clinicians in the classroom, the clinical setting and/or the larger institution. 2) The cumulative effect of discrimination is a lack of belongingness, which is associated with adverse outcomes. 3) All aspects of the undergraduate nursing students' learning community act as facilitators or barriers to inclusivity or a sense of belongingness. This study provided a deeper understanding of underrepresented minority nursing students' experiences and perspectives related to inclusivity. This, in turn, can inform future action.

Nontraditional Students' Perceptions of Marginalization in Baccalaureate Nursing Education: Pushed to the Periphery.

Despite the continued efforts to diversify the population of nursing students in the United States, marginalization and attrition remain significant issues for nontraditional students. The purpose of this study was to investigate the relationship between marginality and nontraditional student status in nursing students enrolled in a baccalaureate nursing program in Texas. A nonexperimental, descriptive, correlational design was used for data collection. Participants (n = 192) completed a demographic survey, and marginality was measured using the Koci Marginality Index-70. There was a statistically significant difference in mean scores for a number of variables including gender, age, race/ethnicity, marital status, total household income, completion of a previous college degree, being a parent, and a student for whom English is a nonnative language. The findings from this research study suggest that marginalization remains a significant issue for nontraditional, prelicensure nursing students.

Baccalaureate Nursing Education Experiences of African-Born Nurses in the United States.

African-born nurses are valuable members of the U.S. nursing workforce. The majority begin their nursing education in community colleges and practice as licensed practical nurses/vocational nurses (LPN/VNs) and RNs before obtaining their Bachelor of Science in Nursing (BSN) degree. For African-born nursing students, the environment of 4-year institutions, although exciting and promising, may be overwhelming and challenging. In this qualitative descriptive study, 25 African-born nurses who graduated from accredited RN-to-BSN programs over a period of 5 years were interviewed. Qualitative content analysis was used to analyze the data. Several factors including flexible curricular designs and helpful campus resources supported students' educational experiences. Factors such as financial difficulties and difficult work-family-school balances challenged them. The BSN curriculum is especially rigorous and demanding for foreign-born minority students. Such programs must provide appropriate resources to support students who are new to U.S. education system. [J Nurs Educ. 2019;58(5):281-289.].

Development of a Disaster Nursing Competencies Assessment Instrument for Baccalaureate Nursing Education.

Nursing education must prepare graduates for disasters. The purpose of this study was to develop a list of critical disaster nursing competencies to be assessed as part of baccalaureate nursing education. The International Council of Nurses (ICN) and World Health Organization (WHO) Framework of Disaster Nursing Competencies was used to develop an online survey. RNs with experience in disaster nursing and disaster education were asked to divide the disaster competencies into two categories-baccalaureate/entry-level or master's/doctorate-advanced practice level. The results were analyzed using one-sample binomial test. Sixty-five RNs completed the online survey. Fifteen (12%) of the ICN and WHO disaster competencies were categorized as more appropriate for master's/doctorate nursing education. This project has developed a list of disaster nursing competencies for use by baccalaureate nursing programs, as well as a list of competencies specific for community and public health nurse educators. [J Nurs Educ. 2019;58(4):229-233.].

Measured Emotional Intelligence in Baccalaureate Nursing Education: A Longitudinal Study.

Emotional intelligence (EI) includes the ability to perceive, facilitate, understand, and manage emotions. EI impacts the quality of care nurses provide to patients as members of the health care team. The purpose of this study was to determine if measured EI of nursing students changed during a professional nursing program. A quantitative longitudinal correlational design was used to measure EI scores of nursing students at the beginning and end of a baccalaureate nursing program. Findings include a statistically significant decrease of total EI scores over time, as well as a significant decrease in two of the ability subscales.

Practical Nurses' Lived Experience of Returning to School.

The lived experience of licensed practical nurses (LPNs) pursuing Bachelor of Nursing (BN) education is not commonly studied in Canada. The aim was to understand the transition experience of LPNs who bridged into a BN program. Max van Manen's phenomenological methodology was used through use of a semistructured interview guide to explore the lived experience of LPNs who pursued baccalaureate nursing education. Five themes were found: seeking advancement; stepping back into the student role; juggling work, school, and family; struggling to be understood; and seeing things differently. In summary, LPN-to-BN students have a well-developed sense of identity as nurses. These students can benefit from a specifically designed, stand-alone bridge course to situate them within a BN program that leads to successful fulfillment of entry-to-practice competencies for RN licensure.

Nontraditional Academic-Community Partnership: A Survey of Student Knowledge and Competencies.

This pilot study examined student perceptions of the acquisition of core knowledge and basic community/public health generalist competencies gained through an innovative, nontraditional clinical partnership with an organization serving a vulnerable population. The Centers for Disease Control and Prevention Workplace Health Model was the conceptual framework. A survey, based on the Essentials of Baccalaureate Nursing Education for Entry Level Community/Public Health Nursing Practice, was completed by 25 BSN nursing students. Students rated the experience as influential/extremely influential in the areas of human diversity, health promotion/risk reduction, and communication. Findings suggest that students can achieve community/public health competencies in nontraditional community settings.

専門学校卒・短大卒・大卒の3者比較からみた看護学高等教育の効果

専門学校卒・短大卒・大卒の3者比較からみた看護学高等教育の効果

Testing the efficacy of a scaffolded writing intervention with online degree-completion nursing students: A quasi-experimental design

Writing should receive dedicated time in the nursing classroom for students to become competent writers, offering practical experiences for them to critically think and organize their ideas into meaningful messages. The purpose of this pre-post quasi-experimental study was to compare implementation of a scaffolded sequence of writing assignments (intervention) to typical writing assignments (comparison) in final coursework for baccalaureate nursing (BSN) completion students. Student writing self-efficacy and writing competency were measured pre and post coursework using the Post Secondary Writerly Self-Efficacy Scale, 6+1 Trait scale and Holistic scale. A convenience sample of 78 BSN-completion students at two Midwestern universities in the US were recruited to participate. The sample was primarily female (83%) and Caucasian (81%). There were no significant differences between the two groups on self-efficacy scores (p=0.594). Significant group differences were noted on writing competency as assessed by the 6+1 Trait scale (p=0.004) but not the Holistic scale (p=0.024). No significant correlation between writing self-efficacy scores and writing competency were apparent (Holistic scale, p=0.601; 6+1 Trait scale, p=0.615). Writing skill-building needs attention to assure student competency. Educational interventions implemented in BSN education must be tested for efficacy and effectiveness.

Effectiveness of Mental Health Simulation in Replacing Traditional Clinical Hours in Baccalaureate Nursing Education.

The purpose of the current study was to (a) determine whether baccalaureate nursing students receiving mental health simulation as a replacement for 25% of traditional clinical hours have equivalent or greater mental health knowledge and self-confidence compared to those who did not receive this simulation; and (b) explore students' perceptions of their mental health simulation compared to traditional clinical hours. An evidence-based practice pilot study was conducted using a mixed-methods design. Quantitative data demonstrated that students who received mental health simulation as a replacement for 25% of traditional clinical hours have equivalent mental health knowledge and self-confidence as those who did not receive the simulation. Qualitative data indicated students found the simulation helpful in learning how to manage patient behaviors. The current study provides substantial evidence that simulation can be used as a replacement for 25% of traditional clinical hours in mental health nursing. [Journal of Psychosocial Nursing and Mental Health Services, 55(11), 36-43.].