Bachelor Of Science In Nursing Research Articles

Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice

Nursing education has a history of encouraging students to know their patients and to negotiate the in-between of art/science, person/profession, and intuition/evidence. Nurse-teachers know that students may abandon some values and practices when they encounter practice environments that are complex and have competing agendas. We are concerned that nursing knowledge is black-boxed, invisible and taken-for-granted, in healthcare settings. Our research explores how nursing students and nurses are constructing and enacting person-centred care in mental health education and practice. We want to understand the nursing standpoint on this significant ontological issue and to make nursing knowledge construction and utilization visible; illuminating how person-centred theory emerges from practice. The process involved four 3-hour group meetings and an individual follow-up telephone conversation. Students and nurses met at a tertiary-care mental health organization. Fourteen nurses (Registered Nurses and Registered Practical Nurses) and nursing students (Bachelor of Science in Nursing and Practical Nursing) participated in our inquiry. We used arts-informed narrative inquiry to explore experience through the arts such as metaphor, collage, poems, letters, and group conversations. The black-box is opened as the inquiry reveals how nursing knowledge is constructed, assumptions are challenged and new practices emerge. Our research is significant for education and for practice and is transferable to other populations and settings. Nurses are affirmed in person-centred values and practices that include partnership with those in their care, role modeling for colleagues and mentoring students and new nurses. Students participate in transferring their learning from school to practice, in the company of experienced colleagues; together they open the black-box to show how nurses conceptualize and enact person-centred care.

Completing Advance Directives as a Learning Activity

Although advance directives can help reduce burden for surrogate decision makers at end of life, completion rates have been disappointingly low since passage of the Patient Self-determination Act. Nurses are uniquely positioned to recommend and assist with advance directive completion, yet they require more education to maximize their impact on advance directive completion. The purpose of this study was to measure the effect of completing one’s own advance directive on confidence and actions of students enrolled in registered nurse–bachelor of science in nursing (BSN) completion and prelicensure BSN programs. Twenty-seven registered nurses in a BSN completion program and 34 prelicensure BSN students responded to surveys before and following an assignment that included completing their own advance directives. Significant increases were seen in measures of confidence on the Knowledge, Attitudes, and Experiential Survey on Advance Directives (P = .0074 to P < .0001). Participants reported an increased likelihood of recommending advance directives and improved ability to assist with advance directive completion. The study supports completing one’s own advance directive as a potentially effective method to improve nursing students’ willingness and ability to recommend and assist with advance directive completion.

Nursing Education at Western Governors University: A Modern, Disruptive Approach

Over 1 million working registered nurses (RNs) currently do not have a bachelor's degree in nursing and comprise the critical group needing to return to school in order to achieve the Institute of Medicine's goal of 80% bachelors of science in nursing (BSNs) by 2020. Western Governors University (WGU) has developed a transformative educational model, incorporating 4 operational pillars (competency-based learning, technology, disaggregated faculty roles, and a student-centric management system), to revolutionize RN-BSN education. This article describes a successful contemporary model, disrupting most all of the traditional aspects of university education for professional nursing practice. The program design is of particular value to working adults and addresses the flexibility they need to accommodate academic advancement. The WGU nursing program currently serves over 5,000 students seeking BSN and Master of Science in Nursing degrees in all 50 states.

The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review protocol

The effectiveness of tools used to evaluate successful critical decision making skills for applicants to healthcare graduate educational programs: a systematic review protocol

New Roles and Shifting Priorities for Nurses

In my CO M M E NT ARY, I cite few studies from the literature. Linda Burnes Bolton, DrPH, RN, FAAN, and Donna E. Shalala, PhD, provide thorough citations and supportive material in the content of their feature articles. Instead, my commentary elaborates on expanding nursing roles in the hospital beyond the bedside. I also delve into the role of the advanced practice nurse across the continuum of care in the United States.I am continually amazed that even though healthcare professionals are trying to speak the new language of population health and coordination of care that reflects the changes occurring through healthcare reform, we always seem to return to hospital-centric ideas. The feature authors are helping us expand our horizons across the continuum while grounding us in the Institute of Medicine (IOM 2011) report on which this issue of Frontiers centers, and why and how to operationalize the report's recommendations.New Roles and Shifting PrioritiesThere is no going back to the expensive illness care system we have had in place for decades. The nation's entitlementdriven system promotes a lack of individual accountability for one's health, enabling some users of the system to lead an unhealthy lifestyle. Significant dollars are paid to the providers who care for the ill, and very few dollars are spent for primary care providers to coach and partner with their patients toward wellness. The incentives for both provider and patient are misaligned in our old system. In this new system of wellness, providers will be financially motivated to serve as care partners with their consumers to help them attain the right level of care for the most appropriate amount of time.The transformation to a health system from an illness system will take a long time, in part because the new system is shifting accountability to individuals for maintaining health and managing their chronic illnesses as effectively as possible-a shift that will no doubt encounter resistance.Nursing Changes in the HospitalThe major tenets and principles of the Affordable Care Act (ACA) mandate reimbursement to hospitals for moving from volume to value, decreasing or eliminating all hospital-acquired conditions, and decreasing or eliminating hospital readmissions. New incentives-pay for performance, not for volume-have been developed as part of the new payment plan.In her interview for this issue of Frontiers, Burnes Bolton articulates the value of bachelor of science in nursing (BSN)prepared nurses in her organization's operations. The studies that she and Shalala cite in their features support the fact that BSN-prepared nurses experience better hospital outcomes than do those nurses without a BSN degree. I agree, and I support the authors in their comments and conclusions on this front.One area that was not discussed by either Burnes Bolton or Shalala is the role of the patient in value-based care. The participation of the patient and his family or significant other is essential to exceptional outcomes. Nursing does have significant control over the number of falls, infections, or skin breakdown occurrences that take place, and nurses are responsible for including the patient and family as part of the care and wellness continuum. However, if the nurse does not engage the patient and significant other, neither the patients' satisfaction nor their clinical outcomes may reflect substantial improvement. Furthermore, under the value-based purchasing model, the hospital's reimbursement is negatively affected by poor outcomes, such that 70 percent of the weighted formula in pay for performance is attributed to the clinical metrics and 30 percent to patient satisfaction outcomes (CMS 2013).To develop a culture in hospitals of nurses as partners with patients and families, the curriculum for, and the faculty teaching, our BSN students should emphasize the following:* Helping the patient become fully informed about her disease* Effectively coordinating care with the patient's entire care and wellness team* Selecting the most cost-effective care path, equipment, and supplies for the patient* Respecting the patient's right to decide her treatment* Honoring, respecting, and incorporating the patient's cultural beliefs about illness, health, and death into her careAdditional Hospital Nursing RolesOther nursing roles are emerging in the hospital as the new models of care are designed or evolve, which were not discussed in the feature articles. …

A Community College's Perspective on the RIBN Initiative

The Regionally Increasing Baccalaureate Nurses (RIBN) initiative pairs community colleges and private colleges with universities to help nursing students complete a bachelor of science in nursing (BSN) degree early in their career. In the Eastern North Carolina Collaborative of the RIBN initiative, East Carolina University is partnered with 5 community colleges: Beaufort County Community College, Pitt Community College, Lenoir Community College, Roanoke-Chowan Community College, and Craven Community College. All of the partners in this collaborative have rigorous nursing programs and know how valuable the RIBN program can be to our region. In this sidebar, I will specifically describe Beaufort County Community College’s perspective on the RIBN initiative. Beaufort County Community College serves not just the county of Beaufort but also Hyde, Tyrrell, and Washington counties—essentially, the landmass between the Pamlico and Albemarle sounds. In total, our service area is slightly more than 2,000 square miles [1]. In addition, students from neighboring Martin County who wish to pursue nursing may also attend Beaufort County Community College, because Martin Community College does not offer a nursing program. The North Carolina Department of Commerce currently designates all of these counties as tier 1 counties (a designation given to counties that are most economically distressed); residents of these rural counties face barriers such as limited infrastructure, a higher unemployment rate, limited access to health care, and limited access to higher education [2]. When the leaders of the nursing program at Beaufort County Community College were approached about the RIBN concept, we immediately realized that participation in this initiative would allow our program to become part of an affordable solution for students who wanted to earn a BSN degree. Our program’s nursing graduates overwhelmingly choose to stay in the rural communities in which they live. They are employed by long-term care facilities, small community hospitals, physician offices, and agencies that provide home health care or hospice care. These employers have not had access to an applicant pool of nurses with baccalaureate degrees, but we believed that the RIBN initiative could change that. Thus the RIBN program will have a significant positive impact on rural students who wish to pursue a BSN degree and on health care establishments in the region. The RIBN initiative has also prompted a frank discussion of how we can better prepare students in the traditional associate degree in nursing (ADN) program so that they are better positioned to pursue further education once they graduate from Beaufort County Community College. This conversation led to a paradigm shift in the way we advise students. Historically, we gave our prenursing students a curriculum plan that could be completed in 2 years. If they wanted to continue their education and earn a BSN degree after completing the ADN program, they faced the challenge of having to take college algebra, statistics, microbiology, additional courses in the humanities, and other transfer courses; this meant having to study for an additional year and a half—while working a full-time job—before they could apply to a RN-BSN program. However, we now encourage prenursing students to take the more advanced courses needed to satisfy transfer credit requirements, instead of taking lower-level courses that fulfill only the minimum requirements for the ADN. Currently, approximately 20% of our students take courses that would fulfill BSN requirements, but we hope to increase this percentage. Our lofty goal is that 75% of ADN graduates will need only the university-level nursing courses to obtain their BSN degree. As part of this shift, we are currently in the process of reviewing articulation agreements for the RN-BSN programs; these agreements provide a simplified, guaranteed transfer process. We are also increasing enrollment in transfer courses, providing information to students regarding the RN-BSN admission requirements of nearby universities, and realigning our ranking procedure to give “points” to students who take more advanced courses that provide transfer credits. Over the next few years, we hope to significantly increase the percentage of nursing students at Beaufort County Community College who enroll in the RIBN program. The RIBN program and other initiatives are better preparing our students to function in and lead the health care establishments in our communities. With the changes that are now taking place in national health care policy, we are going to need many new leaders to help our rural communities navigate through the storm.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

Nursing Education Needs a Stronger Science Focus

Thank you for the thought-provoking editorial in the November issue of the American Journal of Critical Care.1 I truly believe that it takes many components to be an excellent nurse, starting with a strong educational platform. Other necessary components are a variety of nursing experiences and, of course, a strong ambition to always learn more and keep the skills you already have sharp.I have an associate’s degree in nursing with 13 years of experience, 9 of those years in the intensive care unit. As I am starting the process of obtaining a registered nurse to bachelor of nursing science (BSN) degree, I feel I can add my 2 cents to the discussion of nursing education. Two of the reasons it has taken me so long to go back for my BSN are as follows:

Training Need Analysis: A Study of Nurses in Private Hospitals

This survey based descriptive research work was undertaken to analyse training needs of the nurses by understanding their perception towards various factors (function and behaviour). The training needs were analysed under two dimensions, namely behaviour and function-related factors. The study sampled 60 nurses having less than two years of work experience with qualification of Bachelor of Science in Nursing and Diploma in General Nursing and Midwifery courses from private multispecialty hospitals in Tirunelveli city, Tamil Nadu, using both convenient and judgement sampling techniques. Structured questionnaire prepared by the researcher using Likert's five-point scale was used to collect primary data. Weighted average technique was used to understand perception of nurses towards training needs. Mean, standard deviation and coefficient of variation were administered to compare dimensions of training needs analysis. The results of the study proved that majority of the respondents were in need of training in terms of both behaviour and function-related areas.

Fostering RN-to-BSN Students’ Confidence in Searching Online for Scholarly Information on Evidence-Based Practice

Graduates of bachelor of science in nursing (BSN) programs are increasingly expected to take an active role in assessing and improving nursing practice, and nurse educators are expected to prepare BSN students for this expanding role. Information literacy, the ability to search for, find, get, and use scholarly information to inform nursing practice, should be a critical component of nursing education. This article focuses on five strategies for teaching information literacy to registered nurse (RN)-to-BSN students in an online continuing education environment. These strategies include the addition of an embedded librarian to the online courses, collaboration between the librarian and nursing faculty, a subject guide with access to resources and tutorials at the point of need, student-centered learning with authentic assignments, and reflection on the learning process. Student reflections suggest that these strategies result in increased confidence in searching for and finding the evidence-based scholarship that they need.

Setting the Course: Revisiting the Dawn of Nursing Information Literacy Scholarship in the Work of Fox, Richter and White

Objective - To use a multi-dimensional approach to evaluate the effectiveness of a nursing information literacy program (Pathways to Information Literacy) delivered to undergraduate nursing students. Assessment sought to track progress in both affective and cognitive spheres. &#x0D; &#x0D; Design – This program evaluation focuses on the Pathways to Information Literacy (PIL) curriculum, which was delivered from 1988-1992. It consisted of 6 hours of librarian-delivered instruction, divided over 4 sessions. To evaluate the impact of this curriculum, the authors gathered five different data sets: informal feedback; the results of a survey measuring the affective domain of confidence; the results of a longitudinal cohort survey of graduates; and two different sets of data gathered from distinct samples but utilizing the same information literacy assessment tool. All five data sets served the greater purpose of assessing students’ mastery of information literacy. &#x0D; &#x0D; Setting - An undergraduate Bachelor of Science in Nursing (BSN) program within a state university, the University of Northern Colorado.&#x0D; &#x0D; Subjects - In general, the subjects were different cohorts of nursing students between 1988 and 1992. Class size hovered at just over 100. For most measures, response rate was high and the dropout rate was low. It is worth noting that one of the assessments was a longitudinal cohort survey of graduates. As the mobility of graduates often decreases the number of responses, the omission of the response rate for this measure is of concern.&#x0D; &#x0D; Methods - The methods are one of the most striking aspects of this study. The authors employed no less than five methods of assessment: &#x0D; &#x0D; • From 1988-1992, investigators gathered informal feedback from both students and faculty members about the written assignments of the PIL program. The specific method for gathering feedback was not reported.&#x0D; • From 1988-1990 PIL students in their junior year took pre- and post- PIL program confidence surveys. The survey tool, which was included, contained 6 Likert-like questions which assessed their affective domain of confidence as related to their ability to perform information literacy related tasks, such as using a bibliographic index.&#x0D; • During the 1990/91 academic year the authors administered a general, university-wide information literacy assessment tool, which was included. It measured both self-perceived progress and objectively measured skill attainment in the cognitive domain. The survey tool lacked validation, but had been previously published in the library literature (Greer, 1991). Students from the PIL program were extracted from the data for comparison to the general student population.&#x0D; • During 1991/92 PIL students completed the above mentioned information literacy assessment tool as a pre-and post- test. &#x0D; • Both PIL (1990/91) and non-PIL (1988/89) cohorts completed a longitudinal post-graduation survey which was included. Comparison of the two cohorts aimed to examine the effect of the PIL program on subsequent scholarly professional activities.&#x0D; While the methodologies were all tied to the overall purpose of program evaluation, they were not tied to specific pedagogies or content units. &#x0D; &#x0D; Main results - Fox et al. generally utilized simple, descriptive statistical data. The data derived from the information literacy assessment tool was the exception, producing ordinal data which was analyzed using a chi-squared approach.&#x0D; &#x0D; All outcomes supported the positive effect of the PIL program. The soft technique of gathering informal feedback from students and faculty resulted in positive feedback. Faculty reported that their students became independent in information-seeking and the quality of their papers increased. Students also reported that the assignment and instruction gave them confidence and that the written assignments were a nice break from the traditional examinations. The affective confidence survey noted a substantial improvement: pre-program only 26% reported confidence when performing information-seeking strategies compared to 76% post-instruction. When the information literacy assessment tool was administered both to 68 PIL participants and to 208 general students, the PIL students both believed themselves to be more successful and demonstrated greater knowledge. 70% of PIL students answered CD-ROM index questions correctly, compared to 49% of general students. When the same tool was given to only PIL students as a pre-and post- test, it showed statically significant increases in the use of the library and mastery of several specific search techniques: p

Leader to Honor: Amy E. Brown, MS, RN, NE-BC

Amy Brown began her nursing career at the University of Iowa with a bachelor of science in nursing (BSN) (which included studying in London) and a master of science (MS) in nursing administration from the University of Illinois at Chicago. She chose to start her nursing career at the Mayo Medical Center in Rochester, Minnesota, because of its sterling reputation for patient care quality. The experience of serving on shared-governance councils with such a prestigious and complex health system jumpstarted her interest in leadership as a career. Amy next decided to work as a traveling registered nurse (RN) so she could determine what was so special about Mayo and why there was such a disparity between nursing care environments. Today Amy serves at the Director of Inpatient Surgical Services for Exempla St. Joseph Hospital in Denver, Colorado, and is an affiliate faculty member at Colorado Christian University.

Healthcare Employersʼ Policies on Nurse Education

The 2010 recommendation that the proportion of registered nurses with BSN (bachelor of science in nursing) degrees in the nursing workforce should increase from the current 40% to 80% by the year 2020 has shifted the focus on nurses educational progression from state legislatures-where changes in entry-level requirements were debated for decades-to the executive suites of large healthcare providers. The recommendation, contained in the report titled The Future of Nursing: Leading Change, Advancing Health, by the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine, suggests that human resources policies for nurses have the potential to double the rates of college degree completions (IOM, 2010). We surveyed 447 nurse executives in hospitals, nurse-led clinics, and home and hospice companies to explore the current practices of healthcare employers with regard to this recommendation. Almost 80% of respondents reported that their institution either preferred or required newly hired nurses to have a bachelor's degree, and 94% of the facilities offered some level of tuition reimbursement. Only 25%, however, required their nurses to earn a BSN or offered salary differentials on the basis of educational attainment (9%). We conclude that if employers are serious about wanting a more highly educated nurse workforce, they need to adopt requirements for degree completion and wage differentials in the coming years. The likelihood that such policies will be widely adopted, however, is dramatically affected by the dynamics of nursing supply and demand.

Comparing New BSN RN Self Skills Assessment to Actual Skills Demonstration

The purpose of the study was to compare the self-skills assessment with the skill competence during an actual skills demonstration of newly hired bachelor of science in nursing (BSN) registered nurse graduates. This retrospective study included 32 randomly selected BSN registered nurse graduates from January 2010 to December 31, 2010. The participants were already hired into a midwest health system. Because this was a retrospective study, no demographic data were collected, and no consent from participants was needed. This study included a clinical skills check list where the participants rated themselves on specific skills utilizing a Likert scale ranging from 1 (no knowledge) to 4 (able to perform independently). The same clinical check list was utilized by an expert registered nurse when the skill was demonstrated. This study compared the difference between the subject's self-rating of skills and the clinical demonstration of the skills. We used t tests in the analysis to demonstrate the differences between the participant's self-rating of skills and the expert evaluation of the clinical demonstration of the skills. The data were inserted into the Statistical Package for the Social Sciences 19 software program to assist in the analysis process. The study demonstrated 17 significant differences in the skills ratings between the participant and competency demonstration of new BSN graduates. These significant results (2 tailed) ranged from .000 to .048.The 17 out of 46 specific skills where differences were noted included the following: staple removal, nasal pharyngeal suctioning, urinary catheter specimen collection, site care dressing change, urinary catheter irrigation, Juzo application and measurement, 5-lead telemetry, oral airway insertion, hemovac/Jackson Pratt, oral pharyngeal suctioning, urinary catheter insertion, dry suction chest drainage, bed to cart/slider board, urinary catheter removal, antiembolism stockings, measurement and application, removal of iv and sit-and-stand alarm. Overall, the participants rated their skill levels lower in 15 out of 17 significant skills when compared with their competency assessment (t test: -3.284, df = 31, P = .003). In two skill ratings (urinary catheter specimen collection and oral pharyngeal suction), the participants rated themselves higher than the competency demonstration. Two skills that had a mean participant and expert score between 1 (no knowledge) and 2 (able to perform with 1-to-1 coaching) were oral airway insertion and dry suction chest drainage. Some possible reasons why the participants rated themselves lower could be the use of different or unfamiliar terms or uncertainty of the procedure at a different health institution. Some newly graduated BSN nurses may have not performed the skills on a regular basis or only in simulation.

Promoting Colorectal Cancer Awareness in Undergraduate Community Health Nursing Education: A Community–Academic Collaboration

An innovative collaborative partnership between bachelor of science nursing (BSN) students and local public schools was developed in response to a call for increasing awareness of colorectal cancer (CRC) screening in Michigan's underserved populations; through this partnership, community health nursing students provide health education for middle- and high-school aged students who became colon health ambassadors and delivered important messages about the importance of colorectal cancer screenings for their significant others age 50 and older. At the completion, the program reached approximately 1,800 school-age students and their family members. The program provides nursing students with unique service-learning experience while improving their theoretical knowledge and clinical skills in health disparities and community health nursing. The purpose of this article is to describe the development and implementation of this community-academic collaboration and discuss the evaluation of educational outcomes as community health nursing experience.

Improving BSN Students' Performance in Recognizing and Responding to Clinical Deterioration

BackgroundTo ensure that Bachelor of Science in Nursing (BSN) students are prepared with the knowledge and skill to work with deteriorating patients, it is critical for nursing schools to prepare students to manage clinical deterioration. MethodsA quasi-experimental, one-group, repeated-measures design was used to evaluate the effectiveness of a structured education curriculum with simulation training in improving students' performance in managing clinical deterioration. ResultsSignificant increases were shown in time to chest compressions, bag-valve-mask ventilation with high-flow oxygen, electrical intervention, and patient survival outcomes. ConclusionFindings support that the use of combined teaching strategies is effective in improving students' performance in managing clinical deterioration.

Preparing the future nurses for nursing research: A creative teaching strategy for RN‐to‐BSN students

Developing effective teaching strategies to stimulate students' interest and enthusiasm are urgently needed in current research courses. The purposes of the study were to implement the Cookie Experiments teaching strategy in research course and examine the effects of the strategy on students' attitudes towards nursing research. The study was a pretest-post-test design with 95 students at a Registered Nurses to Bachelor of Science in Nursing (RN-to-BSN) program enrolled in the nursing research course. Results indicated that there was a significant effect of the Cookie Experiments teaching strategy on students' attitudes towards research. Although students perceived a median high score of pressure from the research course, they regarded that the pressure is conducive to their learning of research. Students highly suggested to continuously applying this teaching strategy in the future nursing research courses. Developing and using various teaching strategies with attractive and hands-on methods to motivate nurse students, learning research is strongly recommended.

The Pediatric Nurse Practitioner Workforce: Meeting the Health Care Needs of Children

The Pediatric Nurse Practitioner Workforce: Meeting the Health Care Needs of Children

The PEEER Model: Effective Healthcare Team-Patient Communications

OPEN ACCESSMarch 8, 2013The PEEER Model: Effective Healthcare Team-Patient Communications Rosemarie Conigliaro, MD, Janice Kuperstein, Jennifer Dupuis, Darlene Welsh, Stacy Taylor, Donna Weber, Mikael Jones Rosemarie Conigliaro, MD Albert Einstein COM/Montefiore Medical Center Google Scholar More articles by this author , Janice Kuperstein University of Kentucky Google Scholar More articles by this author , Jennifer Dupuis University of Kentucky College of of Communication and Information Google Scholar More articles by this author , Darlene Welsh University of Kentucky College of Nursing Google Scholar More articles by this author , Stacy Taylor University of Kentucky College of Pharmacy Google Scholar More articles by this author , Donna Weber University of Kentucky College of Medicine Google Scholar More articles by this author , Mikael Jones University of Kentucky College of Pharmacy Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9360 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractAbstract Introduction: This resource exposes learners to the challenges involved in effectively communicating within interprofessional teams and between teams, patients and caregivers, and provides learners with a template for overcoming these challenges and optimizing communication. The PEEER (Plain Language, Engagement, Empathy, Empowerment, Respect) model is a new model, grounded in communication and patient safety literature, to teach interprofessional (IP) communication to professionals who will be working in IP teams, and in IP teams with patients and caregivers. Methods: The resource contains three sets of video clips demonstrating good and bad IP communication skills between health professionals and between health professionals and patients/caregivers. Accompanying these videos are worksheets for learners to critique the videos, and facilitator worksheets with prompts to help lead discussion about the good and bad communication skills demonstrated. Finally, the resource contains a learner postassessment which reflects how well they grasped the model components and concepts, and an evaluation of the process. Additional readings with extensive references are also provided. Results: The PEEER model was incorporated into an existing interprofessional education (IPE) activity with health profession students in either their second year of the doctor of medicine (MD) program, third year of the doctor of pharmacy (PharmD) program, or fourth year of the bachelor of science in nursing (BSN) program. The evaluation of the IPE activity was sent to all student participants (119 MD, 124 PharmD, 78 BSN students) and completed surveys were received from 273 of 321 participants (91% MD student response rate, 94% PharmD response rate, 62% BSN response rate). Over 70% of the BSN and PharmD students, and 58% of MD, students agreed or strongly agreed that the PEEER model activity was a valuable education activity. Discussion: The PEEER model can be tailored to complement any curriculum for all levels of learners in any of the health care disciplines. In addition, the PEEER model utilizes communication concepts familiar to most learners and educators, is grounded in the communications literature, and applies those concepts for use in a clinical setting where teams commonly function. The model is easily integrated into either simulated practice (such as in a course) or actual clinical experiences (either inpatient or outpatient situations) and can provide opportunities for the practice and improvement of interprofessional team skills. Educational Objectives By the end of this session, learners will be able to: Identify the unique characteristics of team-patient-caregiver communication in health care.Describe the PEEER Model.Explain the five skill categories needed to achieve effective team-patient-caregiver communication.Recognize and describe examples of effective and ineffective communication when observed.Discuss the use of specific skills to achieve effective communication within teams and with patients and their caregivers. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Debriefing Wkst-Facilitator Version.docx Instructors Faciliators Guide.docx Learner Debriefing Wkst.docx Learner Post- Exercise Assessment Final.docx PEEER Model Intro Powerpoint .ppt PEEER Model-Skills Definitions.docx Part 1-Ineffective Team Communication 1080HD.mp4 Part 2-Effective Team Communication1080HD.mp4 Part 3-Ineffective Team-Patient Communication.mp4 Part 4-Effective Team-Patient Communication.mp4 Part 5-Ineffective Team-Patient Communication1080HD.mp4 Part 6-Effective Team-Patient Communication1080HD.mp4 Preliminary Evidence of Learning Outcomes.docx References and Further Readings.docx The PEEER Model.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. Copyright & Permissions© 2013 Conigliaro et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsEngagementEmpowermenteHealthTeamworkPEEERPlain Language Disclosures None to report. Funding/Support None to report. Loading ...

Implementation and student evaluation of clinical final examination in nursing education

Clinical examinations have a distinct focus, the overall aim being to demonstrate through action whether nursing students have acquired the knowledge and skills necessary to be safe and accountable practitioners. This complexity of knowledge cannot be assessed using single examinations, thus there is a need to develop multiple assessment approaches. To describe the process of developing valid clinical examinations for nursing students at the end of the final semester and to evaluate students' perceptions of these examination formats. Based on earlier research, overall goals for the degree of Bachelor of Science in Nursing and guided by both task-related and relational aspects of nursing, two clinical final examinations were developed and tested. One was a standardized test of performance in vitro using Objective Structured Clinical Examination (OSCE) based on five specific areas in which newly graduated nurses had shown deficiencies. The other was a test of performance in real conditions, in vivo, using Bedside Observation Examination (BOE) assessing nurse-patient relation, entirely based on patients' needs. Three classes of students (n=203) were asked to participate and answer a study-specific questionnaire. The students highly valued the two examinations and perceived that the knowledge and skills tested were relevant to nurses' work. They found the examinations stressful, but at the same time meaningful, and felt they could do themselves full justice through this form of examination. The assessment test should be chosen depending on the preferred outcome. The OSCE, with its high degree of standardization, is appropriate to use to assess task-related aspects of nursing (show how), while the BOE, with its low degree of standardization, is suitable in real settings and has the potential to capture the relational aspects of nursing (does).