Baccalaureate Nursing Program Research Articles

Geriatric Nursing and Long Term Care Content in Baccalaureate Nursing Programs in Taiwan

Summary Background The population aged 65 years old and above is expected to dramatically increase annually in Taiwan. Health care professionals need to be prepared to better serve the aged and disabled population. The purpose of this study is to survey Taiwan's current Geriatric Nursing (GN) or Long Term Care (LTC) courses offered in baccalaureate nursing programs. Methods A descriptive research design was used and detailed checklist review was applied. Data were obtained from the official websites for the content review of Taiwan's current baccalaureate programs in GN and/or LTC course offered in baccalaureate nursing programs. Results The results showed that the content of the GN course included aging process, communication, ethical, elderly activity, health promotion, nutrition and dementia care. LTC courses focus on the current system of LTC, policy, management of LTC institutions, ethical issues in LTC, and various types of LTC services such as day care, home care and LTC facilities. Conclusion The survey findings indicated that GN and LTC education must be recognized by providing required stand-alone courses and interdisciplinary education in nursing curricula. These courses should be included in curricular design and innovations to ensure nursing students to acquire strong competence for the future through education.

Effect of Nurse Educators Teaching Style on Learning of Baccalaureate Nursing Students in Clinical learning environment

Nursing education is often divided into two distinctive types of courses which are both important and provide different contributions to learning namely; theoretical and practical courses. Clinical courses in the nursing baccalaureate program consist about 54% of the whole curriculum and provides baccalaureate nursing students an opportunity to combine cognitive, psychomotor, and affective skills. Teaching styles are core to the teaching role of any educator in order to assist students in a learning situation to maximize their full potential to learn. Therefore, investigating the educational processes included a survey of the preferred teaching styles among the nurse education faculty based on the premise that quality teaching contributes to quality learning. Hence, the present study aims to investigate nursing students’ perceptions of clinical nurse educators’ teaching styles and their learning in clinical practice. A descriptive correctional study was used in carrying out this study. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students enrolled in the Faculty of Nursing from five levels of academic year, fourth, fifth, sixth, seventh, and eighth at the time of the study of the academic year 2015-2016 were included in the study(n= 196). Three tools were used for data collection namely; Clinical Nurse Educators Teaching Style Questionnaire, Students’ Self-assessment Clinical Practice Scale, and Student Clinical Training Experience Satisfaction Scale. Based on the study findings of this study, it could be found clinical nurse educators teaching style was significantly correlated with students’ self-assessment clinical practice and their learning satisfaction. Flexibility for personal development teaching style dimension not significantly correlated statistically with students’ self-assessment clinical practice and their learning satisfaction. It was concluded that total mean of clinical nurse educator teaching style is 149.566 mean score which indicate they used student-centered approach in clinical learning environment and the student reported moderate satisfaction about learning. It is recommended to the learning in the clinical setting required knowledgeable and experienced clinical instructors with the ability to teach adult learners effectively and used learner-centered approach in clinical learning environment that had students' positive learning outcomes.

Effective Utilization of Computerized Curricular Assistive Tools in Improving NCLEX-RN Pass Rates for a Baccalaureate Nursing Program

Achieving satisfactory first-time pass rates on the national nursing licensure examination represents a challenge for nursing programs across the United States. The consequences of examination failure for first-time test takers can be devastating, both emotionally and financially. Nursing programs are evaluated by national higher-education credentialing bodies and state boards of nursing based on the first-time pass rate of their students. One Midwestern nursing program faced unsatisfactory first-time pass rates and developed strategies for improving first-time pass rates over a 3-year period. The nursing program utilized several strategies documented in the literature but found implementing computerized curricular assistive tools that complemented the nursing program's curriculum to be most effective. In addition, changing faculty and student culture on preparation for the national licensure examination was beneficial to all involved in the process.

Dual Enrollment Nursing Partnerships: Steps to Successful Implementation.

This article discusses the planning and implementation of a dual enrollment initiative between an associate degree and baccalaureate nursing program. This type of endeavor offers an advantage to nursing students by allowing them to enroll concurrently in both academic programs, avoiding academic breaks and creating a streamlined educational progression toward the BSN degree. Dual enrollment programs are a transformational way to meet Institute of Medicine recommendations for increasing the number of BSN-prepared nurses while strengthening ties between associate degree and baccalaureate nursing programs.

Implementing a Veteran-Centered Community Health Clinical Experience in a Baccalaureate Nursing Program.

In a baccalaureate nursing curriculum, students focused on the unique health care needs of veterans and their families. The learning experiences aimed to equip them with the knowledge, skills, and attitudes (KSAs) to provide holistic relation-centered care to veterans and their families. The clinical course integrated the findings of several veteran-centered publications and the American Association of Colleges of Nursing veteran-centered resources. Formative and summative anecdotal information was gathered in the learning experience during weekly postclinical discussions, course assignments, and a seminar after completion of the experience. Three noteworthy themes stand out: Increased Descriptions of Resources and Services Available to Veterans and Their Families, Increased Expressions of the Complex Health Care Needs of Veterans, and Increasing Recognition of the Autonomous Nature of the Community Health Nursing Role. Early indicators are that this community health field work experience will be sustainable into the future. The academic institution and clinical partner remain committed to working together to provide meaningful learning opportunities to students. Students completed the experience with increased KSAs and a beginning orientation to the Veterans Affairs Health Care System. [J Nurs Educ. 2017;56(3):186-190.].

A novel program for ABSN students to generate interest in geriatrics and geriatric nursing research.

The current shortage of nurse researchers in geriatrics adversely affects the capacity of nurses to conduct research to advance the evidence-based care of older adults. In an effort to generate interest in geriatrics and geriatric nursing research, the Duke University School of Nursing designed a summer internship for four students enrolled in the accelerated baccalaureate nursing (ABSN) program. This paper describes the experience of these ABSN students and the staff and faculty who worked with them. The program design, staff and faculty experiences, benefits and challenges, as well as recommendations for future programs are discussed. The purpose of this article is to highlight the benefits and challenges of offering research experiences to nursing students in an ABSN program to stimulate interest in geriatrics and geriatric nursing research.

A Literature Review of Research on What Has Become of Accelerated Second-Degree Baccalaureate Nursing Graduates.

Accelerated second-degree baccalaureate nursing (ASDBN) programs have become popular in the United States as a solution to meet the demand for BSN nurses. The research conducted on ASDBN graduates is limited and focuses on educational experience or early career outcomes, such as NCLEX-RN pass rates or first-year job performance. This research is designed to provide a better understanding of the status of ASDBN graduates two years after completion of the BSN program. A literature review was conducted focusing on research into ASDBN graduates beyond their student experiences or early significant career events or outcomes. Surprisingly, only two articles met the interest criteria used in this literature review. There are clear and significant gaps in areas that examine ASDBN graduates beyond the immediate postgraduation period.

Clinical Simulation in Psychiatric-Mental Health Nursing: Post-Graduation Follow Up.

In psychiatric-mental health, creating an innovative strategy to help students learn content that may not be frequently seen in a clinical setting is challenging. Thus, simulation helps narrow this gap. Using Kirkpatrick and Kirkpatrick's model of evaluation to guide the current study, faculty contacted baccalaureate nursing program graduates who completed a psychiatric-mental health clinical simulation scenario featuring a hanging suicide and wrist cutting suicide attempt scenario in the "Behind the Door" series as part of the clinical component of their undergraduate psychiatric-mental health course. Eleven nurses responded to a survey regarding their post-graduate encounters with these types of clinical situations, and their perception of recall and application of knowledge and skills acquired during the simulation experience to the clinical situation. Nursing graduates' responses are expressed through three major themes: emotional, contextual/behavioral, and assessment outcomes. Data from the survey indicate that nursing graduates perceived the "Behind the Door" simulations as beneficial to nursing practice. This perception is important in evaluating knowledge transfer from a simulation experience as a student into application in nursing practice. [Journal of Psychosocial Nursing and Mental Health Services, 54(10), 40-45.].

Thoughts About Health Policy Content in Baccalaureate Nursing Programs.

We describe a framework used to analyze health policy content in baccalaureate nursing program courses that combines the conceptual model for nursing and health policy and the Adams influence model to account for knowledge and skills needed for health policy work. Our analysis of health policy content in courses in one baccalaureate nursing program focused on what policies were emphasized and how educational content supported the development of personal influence. The analysis revealed course content focused on public sources of health policies and lack of overt course content about policies from organizational and professional sources. Additionally, we identified little course content about the development of personal influence skills except for communication and message articulation components. As the nursing profession continues to build influence in the policy arena, educators must continue to prepare future nurses for such work.

Community College Baccalaureate Nursing Programs Are Growing Nationwide.

Innovative RN-to-BSN programs allow students in rural communities to study where they live and work.

Health Literacy Education in Baccalaureate Nursing Programs in the United States.

This study's aim was to determine the prevalence of health literacy education in nursing programs. Health literacy content and teaching strategies were also explored. Over 75 million Americans have low health literacy, a problem that can cause negative health outcomes. Knowledge about health literacy is important for nurses; yet, the extent to which the topic is included within nursing curricula is unknown. An online survey was distributed to 150 nursing programs to obtain information about health literacy education in the curricula. Fifty-seven programs responded, with the majority reporting that health literacy is taught in their curricula. The impact of low health literacy and the importance of plain language were noted as common topics. The majority of participants reported inclusion of health literacy in their curricula using various teaching strategies. However, a low response rate prevents generalized conclusions.

Integrating Correctional and Community Health Care: An Innovative Approach for Clinical Learning in a Baccalaureate Nursing Program.

With an evolving focus on primary, community-based, and patient-centered care rather than acute, hospital-centric, disease-focused care, and recognition of the importance of coordinating care and managing transitions across providers and settings of care, registered nurses need to be prepared from a different and broader knowledge base and skills set. A culture change among nurse educators and administrators and in nursing education is needed to prepare competent registered nurses capable of practicing from a health promotion, disease prevention, community- and population-focused construct in caring for a population of patients who are presenting health problems and conditions that persist across decades and/or lifetimes. While healthcare delivery is moving from the hospital to ambulatory and community settings, community-based educational opportunities for nursing students are shrinking due to a variety of reasons, including but not limited to increased regulatory requirements, the presence of competing numbers of nursing schools and their increased enrollment of students, and decreasing availability of community resources capable and willing to precept students in an all-day interactive learning environment. A detailed discussion of one college of nursings' journey to find an innovative solution and approach to the dilemma of limited and decreasing available community clinical sites to prepare senior level prelicensure baccalaureate nursing students for healthcare practice in the twenty-first century. This article demonstrated how medium/maximum prisons can provide an ideal learning experience for not only technical nursing skills but more importantly for reinforcing key learning goals for community-based care, raising population-based awareness, and promoting cultural awareness and sensitivity. In addition, this college of nursing overcame the challenges of initiating and maintaining clinical placement in a prison facility, collaboratively developed strategies to insure student and faculty safety satisfying legal and administrative concerns for both the college of nursing and the prison, and developed educational postclinical assignments that solidified clinical course and nursing program objectives. Lastly, this college of nursing quickly learned that not only did nursing students agree to clinical placement in an all-male medium- to maximum-security prison despite its accompanying restrictive regulations especially as it relates to their access to personal technology devices, but there was an unknown desire for a unique clinical experience. The initial pilot program of placing eight senior level prelicensure baccalaureate nursing students in a 4,000-person all male medium- to maximum-security prison for their community clinical rotation has expanded to include three state-run maximum all male prisons in two states, a 3,000-person male/female federal prison, and several juvenile detention centers. Clinical placement of students in these sites is by request only, resulting in lengthy student waiting lists. This innovative approach to clinical learning has piqued the interest of graduate nurse practitioner (NP) students as well. One MSN, NP student has been placed in the federal prison every semester for over a year. Due to increasing interest from graduate students to learn correctional health nursing, the college of nursing is now expanding NP placement to the other contracted maximum-security prisons. This entire experience has changed clinical policies within a well-established academic culture and promoted creative thinking regarding how and where to clinically educate and prepare registered baccalaureate nurses for the new culture of health and wellness.

Advancing Interprofessional Collaboration in Nursing Education

The purpose of this qualitative case study was to describe and understand the process of nurse educators teaching interprofessional collaboration to student nurses in a Louisiana pre-licensure baccalaureate-nursing program. Components of the theoretical framework for the study included Ray’s theory of bureaucratic caring, complexity theory, and transformational learning theory. As interprofessional collaboration is gaining momentum in the healthcare environment, nurse educators can be key players in a teachinglearning dynamic that encourages positive patient outcomes and a changing healthcare paradigm. Findings indicated the majority of nurse educators describe their role in preparing students for interprofessional collaborative practice using classroom, clinical and simulation teaching strategies. Clinical environments were most often described as settings in which students gain the most knowledge through actual participation with the interprofessional team. Findings from this study indicate a need for curriculum changes and enhanced faculty development programs on interprofessional collaboration in nursing education. Nurse educators and nursing programs can learn from this case study to develop teaching strategies to promote conducive interprofessional collaborative learning environments aiding students in the preparation for professional nursing practice.

An Integrative Review of the Use and Outcomes of HESI Testing in Baccalaureate Nursing Programs.

To evaluate the current utilization of the Health Education Systems, Inc. (HESI) examinations in nursing education. HESI exam results are frequently predictive of NCLEX-RN results in nursing education. The integrative review method of Whittemore and Knafl was used to search and evaluate the existing evidence to answer the following research questions: a) What is the current utilization of the HESI examinations in baccalaureate nursing education? b) What is the evidence supporting or contraindicating their use in nursing education? c) What is known regarding outcomes related to their use? There is a wide variation in the use and outcomes of HESI exams in baccalaureate nursing education. Despite validity and reliability, there are many gaps in evidence regarding use of these exams in nursing education.

A National Survey of Faculty Knowledge, Experience, and Readiness for Teaching Lesbian, Gay, Bisexual, and Transgender Health in Baccalaureate Nursing Programs

AIM This article assesses the knowledge of faculty in baccalaureate nursing programs and their readiness to teach about lesbian, gay, bisexual, and transgender (LGBT) health. BACKGROUND Although health disparities affecting the LGBT population are increasingly acknowledged in the literature, a dearth of information exists on how LGBT health is integrated in nursing programs. METHOD A survey was sent to a nonprobability purposive sample of nursing school administrative leaders (N = 739); they were asked to share the link with their faculty. More than 1,000 faculty completed the survey. RESULTS The knowledge, experience, and readiness for teaching LGBT health among baccalaureate faculty are limited. LGBT faculty reported greater awareness, knowledge, and readiness compared with heterosexual faculty. The estimated median time devoted to teaching LGBT health was 2.12 hours. CONCLUSION Findings will help inform the design of faculty development programs and guide in aligning the curricula with current LGBT health priorities.

Perceptions and experiences of nursing students enrolled in a palliative and end-of-life nursing elective: A qualitative study

The Carnegie Foundation has identified three professional apprenticeships in nursing that are key to helping students acquire a professional identity. These apprenticeships integrate knowledge acquisition (cognitive apprenticeship), practical experience (practical apprenticeship), and an ethical identity (ethical comportment) for guiding conduct. To ensure that patients have a good death, it is important that faculty incorporate diverse teaching strategies from all three apprenticeships into palliative and end-of life nursing education. The purpose of this study was to examine perceptions and experiences of nursing students enrolled in a palliative and end-of-life nursing elective that was developed and implemented using the three professional apprenticeships. A qualitative research design was used to obtain data from students who completed the palliative and end-of-life nursing elective. The study was implemented at a state supported baccalaureate nursing program located in the south eastern United States. A purposive sample of 19 students who had completed the palliative and end-of-life nursing elective was included in the study. After completing the course, focus groups were conducted with the student participants. Discussion was guided by questions to elicit which experiences were most helpful to student learning. Thematic analysis of the data was conducted by three researchers. Three themes reflecting the apprenticeships were identified: learning from stories, learning from being there, and learning from caring. Students' understandings about end-of-life care were enhanced by incorporating teaching strategies addressing the apprenticeships. In end-of-life nursing education, teaching strategies must provide meaningful connections between the student, course content, practical experience, and the dying patient.

Hearing distressing voices clinical simulation: "life changing" experiences of psychiatric-mental health nursing students.

The purpose of the current qualitative study was to investigate the experience of baccalaureate nursing (BSN) students with the clinical simulation of hearing distressing voices and derive themes from the written reflective data of students' evaluative statements. A purposive convenience sample of BSN students (N = 74) was recruited from two nursing cohorts at a private, religiously affiliated university BSN program in the northeastern United States. Student reflections on three evaluation questions of the simulation experience were analyzed using constant comparison as per naturalistic inquiry methodology. Themes emerged from each of the three questions related to students' experiences of hearing the simulated voices. Findings support the value of this simulation as a means to promote both active and affective learning in BSN students as they enter psychiatric-mental health clinical rotations.

Integrating Just Culture into nursing student error policy.

Errors in health care settings are common and potentially dangerous to patients. Errors will arise as novice nursing students practice skills in complex health care settings. This article describes one baccalaureate nursing program's approach toward student errors that integrates core competencies described in the Institute of Medicine's Health Professions Education report, the Quality and Safety in Education for Nurses project, and the position statement on Just Culture by the American Nurses Association. A consistent approach to defining and categorizing data about nursing student errors provides faculty with a framework for coaching students to safer nursing practice. Aggregate data may be used to identify gaps in the nursing program's curriculum.

Integrating Spiritual Care into a Baccalaureate Nursing Program in Mainland China

Holistic nursing care takes into account individual, family, community and population well-being. At the level of individual well-being, the nurse considers biological, psychological, social, and spiritual factors. However, in Mainland China spiritual factors are not well understood by nursing students. And accordingly, nursing faculty and students are reluctant to broach the topic of spirituality because it is either unknown to students or students believe that the provision of spiritual care is beyond their capabilities. We wonder then, what can we do as nurse educators to integrate spiritual care into a baccalaureate nursing program in Mainland China? The purpose of this article is to propose the integration of Chinese sociocultural traditions (namely religious/spiritual practices) into undergraduate nursing curricula as a means to enter into dialogue about spiritual well-being, to promote spiritual care; and to fulfill the requirements of holistic nursing care. However, prior to discussing recommendations, an overview of the cultural context is in order. Thus, this article is constructed as follows: first, the complexity of Chinese society is briefly described; second, the historical evolution of nursing education in Mainland China is presented; and, third, strategies to integrate Chinese religious/spiritual practices into curricula are proposed.

Retaining the Wisdom: Academic Nurse Leaders' Reflections on Extending the Working Life of Aging Nurse Faculty

Aging nurse faculty members are vital human resources who serve as educators, researchers, and leaders within baccalaureate nursing (BSN) programs. On average, aging nurse faculty members are over 50 years of age and face key retirement decisions over the next decade. The purpose of this study was to begin to build substantive theory about academic nurse leaders' perceptions of extending the academic working life of aging nurse faculty members. Nine academic nurse leaders from BSN programs nationwide were interviewed in this grounded theory study. Data were analyzed using constant comparative analysis. Four categories emerged: valuing aging nurse faculty, enduring environmental challenges, recognizing stakeholder incongruence, and readjusting. Findings reveal that aging nurse faculty members are highly valued by academic nurse leaders, bringing wisdom, experience, and institutional, historical, and cultural awareness to their many roles. Yet, some aging nurse faculty fail to keep knowledge, skills, and teaching modes current, which is problematic given the multiple environmental challenges that academic nurse leaders face. Stakeholder incongruence arises as a mismatch between the needs of the BSN program and the skills and contributions of aging nurse faculty members. BSN programs, program leaders, and aging nurse faculty members can lessen incongruence by readjusting to address the pressures, tensions, and ongoing change.