National League For Nursing Research Articles

Students' perceptions of intentional multi-station simulation-based experiences

BackgroundClinical opportunities can be challenging for nursing students to obtain with regards to the perioperative setting. In this paper, we describe nursing students’ perceptions of participating in perioperative simulation-based experiences using a multi-station format. The purpose of this study was to better understand if this format enhanced undergraduate nursing student learning of perioperative content. MethodA cross-sectional descriptive study using the National League for Nursing (NLN) Simulation Design Scale examined the perceptions of 53 traditional and 82 accelerated undergraduate nursing students participating in a combination of intentional high and low-fidelity multi-station perioperative simulation-based experiences. ResultsParticipants perceived the multi-station format to be beneficial to their learning of perioperative content. Mean scores for both groups were between 4 and 5 on the 5-point Likert scale. ConclusionThe findings support the intentional multi-station perioperative simulation format as an effective simulation-based learning experience.

A Perspective on the State of the World's Nursing Report.

This article is a review and US view of the State of the World's Nursing (SOWN) report, released in April 2020 during the COVID-19 pandemic and authored and promoted by nurses and nonnurses from the World Health Organization and Nursing Now. The report offers a comprehensive analysis of how national governments, educational, and health care institutions, public agencies, and private partners must collaborate over the coming decade to meet the anticipated growing stress on the nursing workforce. It also details the case to overcome geographic, economic, and demographic disparities that block access to effective, affordable universal health care. As an early participant in the research and preparation of this document, the National League for Nursing has been a vocal advocate for one of its key themes: serious investment in nursing education and leadership as a vital link in cocreating equitable, sustainable access to outstanding, inclusive, culturally sensitive universal health care.

Failing: Nursing Student Perceptions and Insights for Success.

Nursing student success is important to students, faculty, higher education, and health care as the nursing shortage continues. However, baccalaureate nursing graduation rates average 80 to 84 (National League for Nursing, n.d.; Texas Center for Nursing Workforce Studies, 2017). Research exploring increased student success is attributed to competitive admission of students highly successful in prerequisite coursework. There is a gap in the literature regarding students' experiences of failure in didactic nursing courses. This article explores why previously successful students experience didactic failure in BSN course.

CLINICAL NURSING STUDENTS’ SELF CONFIDENCE DURING E-LEARNING IMPLEMENTATION

Background: E-learning as a learning method with a flexible and interactive pedagogical approach has a positive impact on the value of self-confidence of nursing students. School of Nursing, Faculty of Medicine Public Health and Nursing Universitas Gadjah Mada (FMPHN UGM) develop e-learning for nursing students in clinical practice learning which requires an evaluation to e-learning implementation by describing the self-confidence of the nursing student after use e-learning. The purpose of this study was to describe self-confidence (SC) of the clinical nursing students based on 3 selfconfidence’s components that consist of cognitive, affective, and psychomotor.Methods: A Descriptive study with a cross-sectional design toward 95 clinical nursing students in the stage of nursing management and basic nursing practice in September 2018 period at the School of Nursing FMPHN UGM. Data analysis used the univariate analysis with descriptive statistic test to describe respondent characteristic and variable. Student Satisfaction and Self-Confidence in Learning Instrument by National League for Nursing (NLN) in 2005 was used in this study. The instrument was through cultural adaptation and modification first.Results: The self-confidence of nursing students as e-learning evaluation found that the majority of respondents (90,5%) had high levels of self-confidence. Components of self confidence, consist of cognitive, affective and psychomotor also showed that the majority of respondents were in the high category (84,2%; 88,4%; 66,3%).Conclusion: Clinical nursing students have high self-confidence after going through e-learning.

The influence of the oncology-focused transgender-simulated patient simulation on nursing students' cultural competence development.

Disparities experienced by transgender patients, especially in cancer care, leads to poorer outcomes and overall health. Simulation, using transgender simulated patients (SPs) with a focus on cancer care can be an effective way to foster cultural competence nursing education. Guided by the National League for Nursing (NLN)/Jeffries Simulation Theory and Cultural Competence and Confidence Model, this grant funded pretest (n = 48) and posttest (n = 41) comparison group, quasi-experimental study aimed to understand changes in students' transcultural self-efficacy (TSE) following the transgender-simulated patient simulation (TSPS) focusing on an oncological emergency management. Developed by following recommended guidelines and standards, the TSPS had content validity review and pilot testing. It aimed to improve students' knowledge, skills, and attitudes with regard to providing culturally congruent nursing care. The statistical methods included paired sample t-tests, independent t-tests, and correlation analyses. Students who participated in the TSPS intervention had significantly higher posttest TSE scores (P < .05). SP methodology can be an effective way to foster cultural congruence in nursing care. The findings contribute to the importance of continuous efforts for the inclusion of lesbian, gay, bisexual, transgender, queer (LGBTQ) topic in nursing education to enhance culturally congruent care.

Simulation + student response systems = success

Simulation + student response systems = success

Transitioning from expert nurse to novice educator

Transitioning from expert nurse to novice educator

Writing Resources—An Annotated List of Helpful Books

Writing Resources—An Annotated List of Helpful Books

Satisfaction and Confidence in Using Clinical Simulation Models among Undergraduate Nursing Students in a Public University in Malaysia: A Cross-sectional Study

Clinical simulation models have long been employed to teach clinical skills. The usage promotes satisfaction and confidence in learning among nursing students to learn the clinical skills. The study aimed to investigate the undergraduate nursing students’ satisfaction and self-confidence in learning using the clinical simulation models. It also determined the relationship between student satisfaction with self-confidence in learning. This quantitative cross-sectional survey employed Student Satisfaction and Self-Confidence in Learning Scale from the National League for Nursing. The 118 samples were recruited using the stratified sampling method among all years of undergraduate nursing students in a Public University in Malaysia. Descriptive statistics was used to describe the samples and scores of Student Satisfaction and Self-Confidence in Learning. Spearmen correlation was employed to test the relationship between Student Satisfaction with Self-Confidence in Learning and significant level was determined at p less than.05. Hundred and eighteen respondents with the age ranged from 20 to 25 years (M = 21.73, SD = 1.19) were females (91%) and nine (8%) were males. The overall satisfaction was more than 3.5 (M = 3.89, SD = 0.54). The overall self-confidence was also high (M = 4.01, SD = 0.68). The Spearman correlation result showed that the two variables were weakly correlated, r (116) = 0.485, p =.000. The findings showed that undergraduate nursing student in this study conveyed a high satisfaction and self-confidence in learning using the clinical simulation models despite a weak correlation between the two variables (p <.05). It is crucial that the simulations be continuously used with the hope of improving their clinical practice. The result of this study is relevant in supporting the used of simulation models in nursing education. It is recommended that future studies to include qualitative method to provide rich data on nursing student's experiences.

A case study activity to assess nursing students′ perceptions of their interprofessional healthcare team’s collaborative decision-making process

Abstract Stronger interprofessional team collaboration is associated with higher satisfaction with decision-making processes, but nurses are most likely to feel low satisfaction with team decision-making. Because interprofessional teams should make inclusive care plan decisions using consensus, a semester-long, interprofessional case study activity included student health profession team creation of a hospital discharge plan for a web-based patient. Interprofessional student teams from nursing and five other health professions participated in the activity that used an ‘adapted’ nursing case study as an interprofessional case. Upon completion, it was hoped nursing student participants would report high perceptions of collaboration and satisfaction with their team decision-making process. Post-activity, overall scores on the Collaboration and Satisfaction about Care Decisions instrument indicated that nursing student participants perceived collaboration levels as relatively high or acceptable and were generally satisfied with their team decision-making process. However, no mean scores were in the higher or most positive levels. More interventions focusing on team process and decision-making may assist in the delivery of effective patient-centered, team-based care. Case studies from the National League for Nursing and Community College of Philadelphia, Advancing Care Excellence for Seniors website can easily be adapted as interprofessional.

Faculty Mentorship: Making It Work Across the Career Continuum Through Development, Implementation, and Evaluation of a Formal Mentorship Program.

Mentoring is a way to foster personal and professional career development within professional disciplines such as nursing. The National League for Nursing has described the nurse faculty role as multidimensional and difficult to balance. A school of nursing implemented a faculty mentorship program focused on the school's core values: caring, professionalism, respect, integrity, diversity, and excellence (CPRIDE). This program combines traditional and nontraditional mentoring models to create an environment in which junior faculty form relationships with senior faculty who possess expertise in a particular field.

Norwegian nursing students\u2019 evaluation of vSim\xae for Nursing

BackgroundvSim® for Nursing is the first web-based platform linked to the nursing education curriculum. It is an American simulation tool, developed in 2014 through a collaboration between Wolters Kluwer Health, Laerdal Medical and the National League for Nursing. To our knowledge, no studies have evaluated vSim® for Nursing from the nursing students’ perspective in Norway. The aim of the study was to evaluate second year Norwegian nursing students’ experiences with the virtual clinical simulation scenario in surgical nursing from vSim® for Nursing.MethodsA descriptive and a convergent mixed method design was utilised. The method comprised a 7-item questionnaire with five open-ended questions. Sixty-five nursing students participated in the study.ResultsThe majority of Norwegian nursing students evaluated the virtual clinical scenario in surgical nursing from vSim® for Nursing useful, realistic and educational in preparing for clinical placement in surgical care. However, a small portion of the nursing students had trouble understanding and navigating the American vSim® for Nursing program.ConclusionsIntroducing virtual simulation tools into the nursing education encompasses faculty and student preparation, guidance from faculty members during the simulation session and support for students who are facing difficulties with the simulation program.

Implementing a Theoretical Debriefing Model in a Prelicensure BSN Program.

The National League for Nursing and International Nursing Association for Clinical Simulation and Learning stress that debriefing fosters critical reflection and is essential to all educational settings. The call to action for nurse educators is to incorporate theory-based debriefing throughout the curriculum. This article reports on how one school of nursing implemented the theory-based model, Debriefing for Meaningful Learning©, into the prelicensure baccalaureate curriculum.

Evaluating First Semester Associate Degree Nursing Studentss Perception of the Usefulness and Ease of Use of an Electronic Medical Record Documentation Program

The Electronic Medical Record (EMR) is an integral part of health care. The National League for Nursing (NLN) along with accrediting agencies have recognized the importance of the development and understanding of the EMR. In nursing schools, the challenge is when to introduce the EMR to the students. The capstone project challenged the introduction of an EMR to the first semester of an associate degree nursing program. Looking at the perception of usefulness and ease of use of the EMR for nursing students in the first semester, the capstone provided data showing the impact of the introduction of the EMR in the first semester. Literature provided to support the project and the use of three theories. The Adult Learning Theory (ALT), Technology Acceptance Model (TAM), and the Experiential Learning Theory (ELT) provided understanding into the population, the technology and how the student EMR is used to in the lab environment to impact the student’s perception. The study was conducted in one semester with a survey distributed to the students by faculty not teaching in the course the study in conducted. The survey was distributed in two separate times. The data shown from the data collection provided insight into the initial perception and post experience with the student EMR in the lab. Further recommendations for development in a nursing program surrounding the EMR are provided. The recommendations discussed will impact the discussion of the appropriateness of developing the education surrounding the EMR and the EMR’s impact for nursing and health care programs.

Effective patient safety education for novice RNs: A systematic review

Background and objective: The need is great for identifying effective evidence-based strategies that focus on increasing novice RN confidence for the application of skills used to care for patients safely. The purpose of this systematic review is to explore effective continuing education strategies that target novice RNs’ professional development, enhance clinical confidence, and focus on patient safety.Methods: The EBSCOhost database search was set to find recently published papers within the last ten years, sorted by relevance from January 2007 through August 2017. This search yielded twelve studies deemed eligible for inclusion by the databases CINAHL, Communication &amp; Mass Media Complete, Education Full Text (H.W. Wilson), Health &amp; Wellness Resource Center, and Science Direct. Commonalities and distinguishing features among the strategies are examined.Results: This systematic review identified 12 articles that describe effective training strategies aimed at improving novice RNs’ clinical practice confidence and skill. A thematic analysis of the data was used to systematically gain knowledge about strategies used to educate novice RNs working in the hospital setting. The majority of strategies employed a number of different types of simulation and reported varying degrees of success for improving novice RN ability to care for patients safely. Simulation, virtual reality, preceptored clinical experiences, and interdisciplinary experiences were found to be effective education strategies enhancing novice RN’s skill for providing safe care. Didactic instruction had positive results, but was not as effective as simulation for novice RNs learning safe patient care. Finally, written instruction was not as effective as simulation, and hard copy supplements provided no added value to novice RNs learning safe patient care.Conclusions: Findings from this review are foundational to address calls from the Institute of Medicine (IOM) and the National League for Nursing (NLN) to reform and support post-graduate nursing education. The development of novel education and training targeting novice RNs in the hospital setting is essential, but more research is needed to enhance safe patient care.

Evaluating best educational practices, student satisfaction, and self-confidence in simulation: A descriptive study

BackgroundThe National League for Nursing (NLN) has endorsed simulation as a necessary teaching approach to prepare students for the demanding role of professional nursing. Questions arise about the suitability of simulation experiences to educate students. Empirical support for the effect of simulation on patient outcomes is sparse. Most studies on simulation report only anecdotal results rather than data obtained using evaluative tools. ObjectivesThe aim of this study was to examine student perception of best educational practices in simulation and to evaluate their satisfaction and self-confidence in simulation. DesignThis study was a descriptive study designed to explore students' perceptions of the simulation experience over a two-year period. Using the Jeffries framework, a Simulation Day was designed consisting of serial patient simulations using high and medium fidelity simulators and live patient actors. SettingThe setting for the study was a regional campus of a large Midwestern Research 2 university. ParticipantsThe convenience sample consisted of 199 participants and included sophomore, junior, and senior nursing students enrolled in the baccalaureate nursing program. MethodsThe Simulation Days consisted of serial patient simulations using high and medium fidelity simulators and live patient actors. Participants rotated through four scenarios that corresponded to their level in the nursing program. Data was collected in two consecutive years. Participants completed both the Educational Practices Questionnaire (Student Version) and the Student Satisfaction and Self-Confidence in Learning Scale. ResultsResults provide strong support for using serial simulation as a learning tool. Students were satisfied with the experience, felt confident in their performance, and felt the simulations were based on sound educational practices and were important for learning. ConclusionsSerial simulations and having students experience simulations more than once in consecutive years is a valuable method of clinical instruction. When conducted well, simulations can lead to increased student satisfaction and self-confidence.

Using the NLN Faculty Preparation for Global Experiences Toolkit for Successful Application for the Fulbright Scholar Award.

With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.

A mixed study systematic review of social media in nursing and midwifery education: Protocol.

To synthesize evidence on the use of social media in nursing and midwifery education. Social media is one type of online platform that is being explored to determine if there is value in using interactive, digital communication tools to support how nurses and midwives learn in a variety of settings. A sequential explanatory synthesis approach will be used for this mixed study review. Five bibliographic databases; PubMed, MEDLINE, CINAHL, Scopus, and ERIC will be searched using a combination of keywords relevant to social networking and social media, nursing and midwifery, and education. The search will not be limited by year of publication. Titles, abstracts, and full papers will be screened by two independent reviewers against inclusion and exclusion criteria, with any disagreements resolved via a third reviewer. Selected studies will undergo quality assessment and data extraction. Data synthesis will occur in three sequential phases, with quantitative and qualitative data analysed separately and then integrated where possible to provide a conceptual framework illustrating learning via social media. Funding for this review was confirmed in May 2016 by Sigma Theta Tau International and the National League for Nursing. The mixed study systematic review will produce the first rigorous synthesis on the use of social media in nursing and midwifery education and will have important implications for educators as well as students. It will also highlight knowledge gaps and make recommendations on the use of this novel technology in higher and continuing education.

Perspectives on Violence Against Women: A Study of United States Nursing Textbooks.

This study examines conceptualizations of violence against women in U.S. nursing textbooks published from 1995 to 2005. Framing this pivotal decade, the federal Violence Against Women Act (VAWA) was passed and renewed. The American Nurses Association, the National League for Nursing, and the American Association of Colleges of Nursing also recognized violence against women as a health care priority. Sampling 107 generalist nursing textbooks from 1995 to 2005, the current study analyzes textbook terminologies, arguments, and protocols. Textbooks including violence were empirically tested for their application of gender neutral, symmetrical, and asymmetrical theoretical frameworks. Over 40% of generalist textbooks did not mention violence against women. Despite the VAWA in 1994 and broad recognition across national nursing organizations, textbooks did not change with regard to their treatment of violence over the next decade. The frameworks that nursing textbooks use may foster challenges for nurses in recognizing, supporting, and assisting women who are victims/survivors of violence. [J Nurs Educ. 2017;56(3):164-169.].

In the Company of Writers

In the Company of Writers