National League For Nursing Research Articles

Health Consequences of Climate Change: Continuing Education Opportunities for Health Professionals in the United States.

Climate change is a looming public health challenge. The health consequences of climate change are increasingly recognized as contributing to negative health outcomes for individuals, families, communities, and populations. The education of health professionals in academic programs and continuing education in clinical practice settings is critical in today's world. The Association of American Medical Colleges and the National League for Nursing, among other organizations, have urged academic programs to include the impact of climate change on health in health professions education and have started to integrate it into curricula. However, health professionals educated over the past several decades have received little content related to the deleterious impact of climate change on health. Therefore, continuing education programs addressing the health consequences of climate change are being developed to fill the gap in health professions education globally. This review study explicated the available continuing education opportunities for public health professionals and health care providers related to the health consequences of climate change. [J Contin Educ Nurs. 2023;54(12):561-566.].

The influence of heart failure high-fidelity simulation education based on NLN Jeffries simulation framework in the prelicensure nursing program: A quasi-experimental study

ObjectivesTo examine the influence of heart failure high-fidelity simulation education based on the National League for Nursing (NLN) Jeffries Simulation Framework in prelicensure nursing education. MethodsA heart failure high-fidelity simulation (HFHFS) education pilot project was carried out at Carrington College Sacramento. Twenty-three students participated in the study. This study used a quasi-experimental design. Students’ Self-Efficacy, Satisfaction, and Knowledge in Heart Failure Clinical Knowledge were measured pre- and post-HFHFS education. ResultsThe results of the high-fidelity simulation education for heart failure showed that students achieved a mean score of 45.39 (SD = 7.88) in self-efficacy, 18.70 (SD = 3.38) in satisfaction, and 64.09 (SD = 10.86) in knowledge after the intervention. The paired-sample t-test significantly improved between the pre- and post-intervention scores (P < 0.001). The students highly rated self-efficacy, student satisfaction, and knowledge because of the positive impact on the teaching effectiveness of simulation design (i.e., objectives, problem-solving, student support, fidelity, debriefing) activity that included the application of quality safety education for nurses (QSEN) three competencies safety, patient-centered care, and teamwork and collaboration during nursing care for patients with acute heart failure. The teaching effectiveness of the heart failure high-fidelity simulation education is closely correlated with student satisfaction, self-efficacy, and improvement of participant knowledge in clinical nursing skills performance and critical thinking. ConclusionA heart failure high-fidelity simulation education established upon the National League for Nursing (NLN) Jeffries framework enhanced student knowledge, satisfaction, self-efficacy, application of safety, patient-centered care, and teamwork and collaboration. Nurse educators should consider simulation planning to include the five simulation design characteristics, i.e., objectives, problem-solving, student support, fidelity, and debriefing, while integrating safety, patient-centered care, and teamwork and collaboration to bring about education effectiveness.

Satisfaction and self-confidence among nursing students with simulation learning during COVID-19

AimThis survey aimed to investigate nursing students’ satisfaction and self-confidence in simulation in education during the COVID-19 pandemic. Along with comparing these levels based on selected students’ characteristics.DesignA cross-sectional survey.MethodsThe survey was conducted at the faculty of nursing of a private university in Jordan. Students’ satisfaction and self-confidence levels in simulation learning were measured using the National League for Nursing (NLN) Student Satisfaction and Self-confidence in Learning Scales.ResultsA total of 138 undergraduate nursing students participated in the survey. Students’ satisfaction levels and self-confidence in simulation learning were lower (just above the scale’s midpoint) than scores reported in similar surveys. The lowest student ratings were reported as “the variety of learning activities that can be done using simulation” and “the self-confidence to develop the needed skills and knowledge to be used in real clinical settings”. The results also indicated that as students’ progress in the bachelor’s degree program, they develop higher levels of self-confidence in simulation-based learning.ConclusionsNursing students’ experience of simulation learning was observed to be negatively affected by the COVID-19 pandemic. High-fidelity simulation, in particular, among other simulation modalities, can be more beneficial in similar situations. Education stakeholders are invited to invest in the resources of high-fidelity simulation to maximize its benefits and help in the recovery phase after the pandemic.

The Impact of Teaching Strategies to Promote Critical Thinking among General Nursing Students

Background: The complex role of today’s nurses warranties higher levels of critical thinking and clinical judgment abilities. Critical thinking is familiar as an essential factor of nursing exercise by The National League for Nursing (NLN). Objective: The aim of this study were: To find out impact of teaching strategies to promote critical thinking in general nursing students. To analysis the teaching strategies to promote critical thinking in General nursing students. Methods: The descriptive research technique was used in this research which based on questionnaires. All the nursing students of the university was the population of study. The researcher used simple cross sectional sampling in the selection of students. The student of general nursing School DHQ Hospital Jhang were selected as a population 15o students were given questionnaire and all questionnaire were responded. Results: Results indicates that students and instructors each share the responsibility for the quality of learning Yes were 83.5% and the No were 16.5% with the statement. The mean is 1.1652 with .373oo standard deviation. Results also describes about CT is an essential component of nursing education and a necessary competency for modern nursing practice. Results indicate that 98.3% respondents were yes, no were .9% and don’t know was .9% with the statement. The mean is 1.o261 with .2o778 standard deviation. Conclusion: The results of this study indicate that the vast majority of nursing students who participated had low levels of promote critical thinking. The results also reinforce the need for students’ continued development in these areas. Nurse educators must renew their commitment to CT as an educational ideal and this ideal must be continually pursued because it is integral to true autonomy in our complex society. The importance of CT to education and practice is indisputable. Nurse educators are an untapped resource in educational organizations.

Demetrius Porche, DNS, RN, CS, FNP

Demetrius Porche is currently the Dean of Louisiana State University (LSU) Health Sciences Center School of Nursing (HSC SON) in New Orleans. Demetrius’ long and successful career has ranged from rebuilding the School of Nursing after Hurricane Katrina to leading national efforts to support both community and men’s health. He is a confident, innovative leader; a generous mentor; and a strong partner to nurse leaders in the practice arena. Among many volunteer leadership roles, Dr. Porche has served as president of the Louisiana State Board of Nursing, president of the American Assembly for Men in Nursing, member of the Governing Council of the American Public Health Association, and currently serves on the board of the American Association of Colleges of Nursing (AACN). Demetrius has been inducted as a fellow in the American Academy of Nurse Practitioners, the American Academy of Nursing, and National League for Nursing. He has been the associate editor of the Journal of the Association of Nurses in AIDS Care and currently is the chief editor of American Journal of Men’s Health. Demetrius Porche is currently the Dean of Louisiana State University (LSU) Health Sciences Center School of Nursing (HSC SON) in New Orleans. Demetrius’ long and successful career has ranged from rebuilding the School of Nursing after Hurricane Katrina to leading national efforts to support both community and men’s health. He is a confident, innovative leader; a generous mentor; and a strong partner to nurse leaders in the practice arena. Among many volunteer leadership roles, Dr. Porche has served as president of the Louisiana State Board of Nursing, president of the American Assembly for Men in Nursing, member of the Governing Council of the American Public Health Association, and currently serves on the board of the American Association of Colleges of Nursing (AACN). Demetrius has been inducted as a fellow in the American Academy of Nurse Practitioners, the American Academy of Nursing, and National League for Nursing. He has been the associate editor of the Journal of the Association of Nurses in AIDS Care and currently is the chief editor of American Journal of Men’s Health. Marla J. Weston, PhD, RN, FAAN, is chief executive officer at Weston Consulting LLC in Washington, DC. She can be reached at [email protected]

Strategies for success that led to 99.98% school of nursing retention

Internationally, every year, thousands of students begin their journey in higher education by enrolling in pre-licensure and advanced nursing programs. However, not all students successfully complete their degrees to fruition. According to the National League for Nursing (NLN), the average national dropout rate for nursing programs in the United States is 20%-25%; this high attrition rate is considered problematic. The purpose of this presentation is to present the successes of a School of Nursing within Mississippi that has led to a 0.02% attrition/99.98% retention rate of students within programs. Some strategies proven to be successful in retaining students are: student support services, technical/tech support programs, online and face-to-face orientations, and student connection sessions set up for building peer relationships. Faculty and students are often unaware of the services provided by the institution and their department/school; dissemination of these services is pivotal to facilitating student success. The World Health Organization has predicted a shortage of over 18 million healthcare professionals by 2030, with half of those individuals representing the nursing profession. It is imperative to understand the attrition and retention of nursing students to prevent further loss of the future healthcare workforce. University of Mississippi Medical Center School of Nursing focuses on various processes that contribute to its success for the retention of nursing students at all levels. Percentile of attrition from Summer and Fall 2022 semester enrollment, metrics revolving around student leave, and demographics of the school's programs/state of Mississippi are reviewed in this paper. The success of the SON program in gaining high retention is multifactorial. A detailed outline of how academic affairs, student affairs, and administration work together to achieve a culture of success for students within the School of nursing is presented in this manuscript.

Professional Identity in Nursing: Adopting a Systems Approach Regarding Diversity, Equity, and Inclusion.

Professional Identity in Nursing: Adopting a Systems Approach Regarding Diversity, Equity, and Inclusion.

The History of Education in Nursing: The Time Is Now.

The History of Education in Nursing: The Time Is Now.

Accelerating to Practice: Defining a Competency-Based Curriculum Framework for Nursing Education Part 1.

This study aims to address the transition-to-practice dilemma for novice nurse, define gaps, and lay a foundation for a curriculum framework. The National League for Nursing has challenged and supported nurse educators in developing teaching methodologies that prepare novice nurses for professional practice. Over a decade ago, compelling research fueled a debate that continues today, with nursing education and practice research reporting lack of readiness for practice by novice nurses and the goal of identifying gaps and potential strategies for solutions. The Utstein-style meeting strategy consensus approach was used to refine the data gaps reported in the literature. The findings from this work generated a strong foundation for a transition-to-practice curriculum framework. The Utstein-style meeting provided for a diverse conversation across multiple perspectives. Participants worked collaboratively in real time to further illuminate and refine the data gaps and inform nursing curricula.

Student Retention and Success in an RN-BSN Program: Determining Variables and Methods

Background The Online Registered Nurse to Baccalaureate Science in Nursing (RN- BSN) Program has a retention rate of close to 97.5% (UTEP, 2020). Attrition rates in nursing programs are high. The National League for Nursing (NLN) last reported a 25 % attrition rate which may double for minority students in four-year nursing programs (NLN, 2014; Elkin, 2019). As online courses in colleges and universities are growing and are predicted to become mainstream by 2025, it is essential to identify factors contributing to our retention rates. American Association of Colleges of Nursing (AACN) has made it part of its 2021-2022 policy priorities to increase access to nursing programs (AACN, 2021). Objective The purpose of this study was to ascertain the factors affecting nursing student retention. The information was used to make changes to the existing online programs in our school and better support our students. The research question was “What factors do students identify that influenced their RN to BSN program retention?” Methodology The participants were chosen using a convenience sampling technique. The university was a public institution located in a border town. Three types of questions were asked: (1) general demographic information, (2) nursing career, and (3) program requirements for the RNBSN. Results A total of 33 participants completed the RN-BSN retention program study. The findings indicated that several general factors contribute to retention and student success, including student support services, mandatory orientation programs for students and faculty, credit student success courses, remedial academic ability programs (which discuss support services, particularly computer tech support), and recognizing the importance of diversity in the classroom and at work. Conclusion Examining the characteristics of distance education students, as well as their distinct abilities and needs, may assist schools in improving student retention. Reconsidering the characteristics and unique features of distance learning students may help schools retain students with a variety of needs, such as access to scholarships, loans, and financial incentives to continue their education.

Expected Roles of PhD Graduated Nurses: A Scoping Review.

The aim of this study was to investigate the expected roles of the Doctor of Philosophy graduated nurses and their challenges. This study was conducted as a scoping review based on Arksey and O'Malley’s approach. After a search in valid databases such as Google Scholar, Information Sciences Institute, Science Direct, Ovid, PubMed, and Scientific Information Database between 2000 and 2019 and review the websites of some well-known universities and the contents of some of the global nursing websites such as the American Association of Colleges of Nursing, National League for Nursing (NLN), International Network for Doctoral Education in Nursing (IDEN), as well as reports such as Institute of Medicine. All data were collected, summarized, and then described narratively. There was much evidence that the Doctor of Philosophy programs had failed to prepare graduated nurses for the related roles and responsibilities. The expected roles of the Doctor of Philosophy graduated nurses in this study summarized in five domains of education, clinical practice, research, leadership and management, and policy-making along with worldwide challenges, especially those highlighted in Iran. It seems that besides clarifications of the expected roles of the Doctor of Philosophy graduated nurses, there should be more thought about the contents of the programs along with roles responsibilities, as well as the establishment of better communications between universities and workplaces.

Nursing Education Leader’s Competencies: A Narrative Review

This study aimed to shed light on general core competencies among nursing education leaders. Although these competencies have been identified by international organizations such as the World Health Organization (WHO) and National League for Nursing (NLN), the rapidly changing healthcare environment means they should be reviewed regularly. In addition, specific aspects of nursing education leaders’ competencies in different fields (e.g., academic and clinical education) should be highlighted to ensure consistency in nursing education outcomes.This study focused on nursing educators’ competencies. The results may support efforts to improve their competence and inform development of a framework for their scope-related functions. In turn, this may provide a clear guide for their professional development.For nursing students, this study may contribute to improving nursing entry competencies and ensuring students are more ready for practice when they graduate and begin their professional career. Through such contributions, this study may also lead to improved quality of care for patients.

Increasing the Number of Faculty With CNE® Certification: A Statewide Initiative.

This article describes outcomes of a statewide initiative to increase the number of faculty with the National League for Nursing’s Certified Nurse Educator (CNE®) credential. After offering CNE preparation workshops and creating a certification award, data were collected on perceived workshop effectiveness, readiness to test, certification pass rates, and characteristics of award recipients. The number of certified faculty increased by 92.3 percent, representing 24 of 28 nursing programs. Maryland faculty were awarded $625,000 through the Academic Nurse Educator Certification award.

Transforming National League for Nursing Advancing Care Excellence for Seniors Unfolding Cases into Virtual Simulations: An Innovative Approach for Interactive Learning

BackgroundTwo National League for Nursing (NLN) Advancing Care Excellence for Seniors (ACE.S) cases were transformed into engaging and interactive virtual simulation learning experiences due to the COVID-19 pandemic. MethodsThe purpose of this article is to describe the process of designing and implementing this novel approach to virtual simulation. ResultsFaculty aligned each virtual simulation with existing course outcomes, student learning outcomes, concept-based learning principles, and best practices of The International Nursing Association for Clinical Simulation and Learning (INACSL) standards. ConclusionsPractical strategies used to convert these unfolding case studies into virtual simulations for a small private Christian university of undergraduate junior level accelerated nursing students will be revealed.

Satisfaction and Self-Confidence With Simulation Learning Experience as Perceived by Nursing Students

Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.

Student satisfaction and self-confidence in learning with virtual simulations

BackgroundThis research investigated student satisfaction and self-confidence in learning with virtual simulations in a prelicensure class. MethodA descriptive mixed-method approach used the National League for Nursing's Student Satisfaction and Self-Confidence in Learning questionnaire with additional items to survey 28 students' perception after using three vSim for Nursing™ Pharmacology clinical scenarios. ResultsAlthough the initial use of vSims were perceived as helpful and effective, difficulty with navigation and unrealism was reported by most students as limitations. ConclusionThese findings reveal a consistent trend with previous research that suggests upgrades in vSim software design might ease the navigation, realism, and fluid actions of the computer-animated nurse and patient avatar to improve the usefulness of vSims as an active learning strategy in class. Additional research is warranted into students' perceptions with vSims and the effect on various learning outcomes to assist nurse educators with integrating vSims effectively into a didactic course.

Examining the Influence of Academic Nurse Educator Doctoral Degree Preparation on National League for Nursing Core Competency Skill Acquisition.

The purpose of the study was to examine the influence of academic nurse educator doctoral degree preparation on National League for Nursing (NLN) core competency skill acquisition. Doctor of nursing practice (DNP) and doctor of philosophy (PhD) graduates frequently seek faculty positions, yet neither degree exclusively prepares graduates for careers in academia. A descriptive, correlational design was utilized to examine the influence of doctoral degree preparation on NLN core competency skill acquisition. A randomized, nationwide sample (N = 160) of full-time nurse educators teaching in American Association of Colleges of Nursing member schools across the United States completed the Nurse Educator Skill Acquisition Assessment. PhD-prepared educators reported higher NLN core competency skill acquisition scores than DNP-prepared nurse educators. There were statistically significant differences in overall skill acquisition scores between DNP- and PhD-prepared nurse educators and for the "use assessment and evaluation" and "engage in scholarship" domains. These findings provide opportunities for NLN core competency skill acquisition among DNP- and PhD-prepared faculty.

Clinical Scholar Preparation: An Approach That Works.

The Colorado Center for Nursing Excellence established a formal didactic course in 2005 to deliberately prepare clinical faculty using expert clinical nurses. Independently, the National League for Nursing, in 2018, established criteria for certification for clinical nurse educators. The content of this course content closely mirrors those competencies and provides preparation for the exam. As a result, Clinical Scholars have established themselves as important players in nursing education in Colorado.

The Impact of Simulation-Based Learning on Undergraduate Nursing Students’ Satisfaction and Self-Confidence at the Sultan Qaboos University in Oman

Simulation-based learning has been implemented in nursing education to help students experience the real world of nursing, increase their self-confidence, and allow them to practice safely. Through simulation practice, students can be exposed to different patient care situations without waiting for opportunities to arise at their clinical placement. This study aims to explore students’ satisfaction and self-confidence as learning outcomes associated with the simulation experience through the lens of the Jeffries theoretical framework. A descriptive correlation study was conducted from October to December 2020 at the College of Nursing in Sultan Qaboos University in Oman. A convenience sample of 52 nursing students in their fourth and fifth academic year were recruited for the study. Student satisfaction and self-confidence in learning instrument was adopted from the National League for Nursing (NLN, 2006). The Statistical Package for the Social Sciences (SPSS) version 26 was used to analyze the data. Overall, the respondents from both academic years were satisfied with simulation practice as a learning method, and students’ self-confidence was found to improve by learning through simulation practice. No significant relationship was found between students’ satisfaction and demographic data, including age and gender. Students’ self-confidence was found to have a significant relationship with students’ age only. The results of this study indicate that simulation-based learning is an effective method in nursing education. Keywords: simulation-based learning, undergraduate nursing students, simulation impact DOI: 10.7176/JEP/12-9-11 Publication date: March 31 st 2021

Global Nursing Education: International Resources Meet the NLN Core Competencies for Nurse Educators

The global need for nurses and nurse educators presents a challenge to meet the needs of the world-wide population. International level targets, such as the United Nations Sustainable Development Goals, are in place and expectations of graduates are evolving rapidly due to increasingly complex healthcare needs. The capacity of effective nurse educators is a significant constraint to addressing the global shortage of nurses. The National League for Nursing (NLN) has established eight core competencies for nurse educators to ensure that education of nurses is robust. This article briefly discusses the shortage at hand. We describe the Nurses International - Open Educational Resources (NI-OERs) initiative to align freely available content and support with the NLN competencies to develop nurse faculty and attain nursing education equity in low and middle-income countries. In conclusion, this work will help to develop a better prepared cadre of global nurse educators who can equip nurses with current evidenced based knowledge to deliver healthcare across global populations.