Nursing Education Courses Research Articles

Using a Board Game to Learn a Physical Assessment Course in Nursing Education: A Randomized Controlled Study

Objective: Nursing students are expected to acquire the skills necessary to provide competent patient care in complex healthcare settings. This study aimed to explore the effect of a physical assessment board game on nursing students’ knowledge level and determine their opinions about the game. Methods: A randomized controlled study design was used. The study was conducted from December 2019 to January 2020 among 56 nursing students (game group= 28, control group= 28) enrolled in an undergraduate nursing program in Türkiye. The data were collected using the Kolb’s Learning Styles Inventory to determine students’ learning styles, the Knowledge Evaluation Form for physical assessment, and the Student Opinion Form for students’ opinions about the game. Mean scores for the pre-test and post-tests were compared using independent and paired sample t-tests. Results: A significant difference was found between the pre-test and post-test knowledge scores of the game group (P<.05). The mean post-test knowledge score of the students in the game group was higher than that of the students in the control group, and the difference between the groups was statistically significant (P<.05). Conclusion: The game was beneficial for teaching physical assessment course. Future studies should incorporate different game samples, such as the development of a web-based game, as this study focused on a board game that supported physical assessment skills.

Nurses' Knowledge and Attitudes about Adult Post-Operative Pain Assessment and Management: Cross Sectional Study in Qatar.

Pain is a complex and challenging phenomenon. People have different pain experiences, but everyone has the right to effective pain management. Pain assessment and management are integral components of a nurse's role. To assess the knowledge and attitudes of nurses in Qatar about adult post-operative patients' pain assessment and management, and the factors that may be associated with such knowledge and attitudes. Post-operative registered nurses from all peri-operative areas at Hamad Medical Corporation participated in a cross-sectional online survey using a self-administered questionnaire. A knowledge and attitudes (K&A) score was calculated. Associations between K&A and potential explanatory variables were assessed using t-tests and one-way ANOVA. A total of 151 post-operative nurses participated in the study. The mean knowledge and attitudes (K&A) score was 19.6 ± 4.5 out of 41 (48%), indicating a large deficit in nurses' knowledge and attitudes about adult post-operative pain. There were no statistically significant differences in the mean K&A scores of participants based on gender, nationality, education level, marital status, workplace facility, current job designation, or hours of pain education. There is a significant deficit in post-operative nurses' knowledge and attitudes about pain across the nursing workforce in post-operative care. Implications for nursing education and policy: Evidence-based, innovative nursing education courses are needed to improve nurses' knowledge and attitudes about pain assessment and management. Health service policy is required to ensure that evidence-based in-service education on pain management is compulsory for all nurses. This study was not registered.

Twitter Chats as an Alternative to Discussion Boards in Graduate Nursing Courses.

Health care is increasingly dependent on technology and social media for communication. Nurse educators are tasked with developing a nursing workforce equipped with digital literacy to deliver safe, quality patient care. Twitter (now X) chats are an alternative social engagement opportunity for online nursing education students that can facilitate digital literacy. The instructor of an 8-week online nursing education course revised three required discussions as Twitter chats. Written instructions for the Twitter chats were provided, as well as a podcast. Self-report data and Twitter analytics were analyzed. Findings identified the benefits of incorporating a social media platform into traditional coursework. Chats helped students view course objectives in a new light and increased understanding of class content. Twitter is a social media technology that can help nursing students educationally and professionally. [J Nurs Educ. 2024;63(10):709-712.].

Development and Validation of the Interprofessional Collaboration Practice Competency Scale (IPCPCS) for Clinical Nurses.

Interprofessional collaborative practice is a core competency and is the key to strengthening health practice systems in order to deliver safe and high-quality nursing practice. However, there is no Interprofessional Collaboration Practice Competency Scale (IPCPCS) for clinical nurses in Taiwan. Therefore, the purposes of this study were to develop an IPCPCS and to verify its reliability and validity. This was a psychometric study with a cross-sectional survey using convenience sampling to recruit nurses from the seven hospitals of a medical foundation. A self-designed structured IPCPCS was rolled out via a Google survey. The data were analyzed using descriptive statistics, principal-axis factoring (PAF) with Promax rotation, Pearson correlation, reliability analysis, and one-way ANOVA. PAF analysis found that three factors could explain 77.76% of cumulative variance. These were collaborative leadership and interprofessional conflict resolution, interprofessional communication and team functioning, and role clarification and client-centered care. The internal consistency of the three factors (Cronbach's α) was between 0.970 to 0.978, and the Pearson correlation coefficients were between 0.814 to 0.883. Significant differences were presented in the IPCPCS score by age, education level, total years of work experience, position on the nursing clinical ladder, and participation in interprofessional education. In conclusion, the three factors used in the IPCPCS have good reliability and construct validity. This scale can be used as an evaluation tool of in-service interprofessional education courses for clinical nurses.

The association between quality of clinical education and assertiveness in operating room and anesthesia nursing students: A cross-sectional study

BackgroundAssertiveness provides a nurse with the foundation for establishing successful relationships with patients, family members, and healthcare team members. Clinical education creates a unique opportunity to prepare students for professional identity because knowledge alone is not enough to provide safe care, and without clinical education, training efficient and competent people will be very difficult and impossible. This study aimed to determine the association between the quality of clinical education and assertiveness of operating room and anesthesia students. MethodIn this analytical cross-sectional study, 230 students who were in the second year of undergraduate education participated. The research was conducted in the 2022 academic year at the Department of Nursing School, Shiraz University of Medical Sciences. Clinical Education Quality Assessment Questionnaire and Gambler and Ritchie Assertiveness Questionnaire were data collection instruments. Statistical methods used included descriptive statistics such as mean, standard deviation, independent t-test, Chi-square test, and regression analysis. ResultsOut of 230 students participating in this study, 103 were operating room nursing students, and 127 were anesthesia nursing students. One hundred forty-one students were female, and 89 were male, 79 % of whom were aged 18–32 years. A significant relationship was found between the quality of clinical education and interest in the field, the number of children, and employment during education (P = 0.01). Also, a significant relationship was observed between decisiveness and the main variables (P = 0.01). The correlation analysis results showed students who scored higher on assertiveness had reported the quality of their clinical training higher (r = 0.23, p < 0.001). ConclusionAssertiveness as a communication style can play an important role in improving performance and quality of care in tense, stressful care settings. Improving assertiveness can be considered as a useful factor in the clinical training of the operating room and anesthesia nursing students. Therefore, it is suggested that the instructors should include instruction on assertiveness in nursing education courses.

Nurses' Knowledge Regarding Medication Errors in Government Hospitals

Background: Nursing knowledge regarding medication error can be caused by various things, including personal causes (stress, exhaustion), predisposing conditions (extended work shifts, busy environmental settings), and a lack of experience and awareness regarding medication error. The most frequent medical errors in hospital settings involve the administration of medications. Objective: This study aims to assess nurses‟ knowledge regarding medication errors and to identify the relationship between nurses' knowledge and their demographic characteristics. Methods: This study is a descriptive cross-sectional quantitative carried out from 1 December 2022 to 1 February 2023 on the three Al Najaf Al-Ashraf Province hospitals. A non-probability sampling technique (convenience sample) accidentally. The study sample includes (200) nurses who work in Al-Sadr Medical City, Al-Hakim General Hospital, and Al-Zahraa Hospital. A questionnaire specifically designed to achieve the study's goals serves as the research instrument. The validity and reliability of the questionnaire were validated using an expert panel and Cronbach's Alpha, respectively. Result: showed that (54%) of nurses were males and (41%) were aged (25-29) years old. Overall, nurses’ knowledge regarding medication errors was moderate. The nurse’s knowledge was found to be significantly associated with (workplace, qualification, years of experience and continuing nursing education courses). Conclusion: The study concluded that the nurses' general understanding of medication errors was moderate. The most knowledgeable nurses are those who participate in continuing nursing education programs. The nurses with greater levels of education have the most expertise in medication errors. The nurses with the greatest depth of knowledge about medication errors are those with the greatest number of years of experience.

Development of educational programs for infection prevention techniques in basic nursing education and verification of learning effects

Bacteria, viruses, fungi and protozoa are everywhere and can lead to disease and infection if adequate hygiene practices and infection prevention techniques arenâ–™t followed as standard. Assistant Professor Mariko Tobiseâ–™s research project seeks to educate medical professionals in the ever-present need to utilise infection prevention techniques. The aim is to dramatically reduce incidence of infection by providing tangible, visible information that will improve behaviours across the medical sector. Tobise is a nursing practice and education researcher with 20 yearsâ–™ experience working in hospitals as a nurse who leads a team based within the Graduate School of Nursing at Chiba University in Japan. She and her team are developing a novel way to change behaviours. This involves enabling students to see the floating state and number of fine particle aerosols in various medical sites and university seminar rooms and incorporating analysis to allow them to identify the specific species of microorganism and get a real sense of the invisible things around us that can cause infection and disease. The researchers have conducted a comparative study of the learning effects of microparticle aerosol visualisation system intervention for the acquisition of aseptic manipulation techniques in basic nursing education courses and clarified the usefulness of the microparticle aerosol visualisation system. In the research, 81 second-year students were divided into two groups: a microparticle aerosol visualisation system intervention group and control group, and they practised aseptic techniques twice. Then, a questionnaire survey was conducted for each group on the knowledge and skills needed to fully acquire the aseptic operation technique.

Nurses’ competencies in providing care to COVID-19 patient: survey of Jordanian nurses

PurposeThe purpose of this paper is to assess the level of nurses’ competencies while providing care to COVID-19 patients.Design/methodology/approachA descriptive, correlational design was used to collect data from nurses who were providing care to COVID-19 patients at four public hospitals.FindingsA total of 377 nurses (64.5% females) aged 23–50 consented to participate and completed the survey. The mean score of nurses’ competencies in providing care to COVID-19 patients was 2.5 (SD = 0.81). The results of correlation coefficient tests disclosed a significant positive correlation between reported competence level and sex rpb (377) = 0.18, p < 0.01; working area rpb (377) = 0.2, p < 0.01; disaster experience rpb (377) = 0.16, p < 0.01; disaster education rpb (377) = 0.25, p < 0.01; and disaster training rpb (377) = 0.31, p < 0.01.Research limitations/implicationsThe COVID-19 pandemic response heavily relied on nurses. However, they had a gap in clinical competencies that indicates an urgent need to incorporate disaster management courses in basic nursing education and to update training in hospitals based on nurses’ needs to improve their capabilities in dealing with COVID-19 pandemic.Originality/valueTo the best of the authors’ knowledge, this is the first study that investigated the perceived level of Jordanian nurses’ competencies in providing care to COVID-19.

Attitudes towards family involvement in nursing care among psychiatric nurses in Hong Kong: A cross-sectional descriptive study.

INTRODUCTION: In Hong Kong, involving the family in nursing care is still optional and mainly depends on nurses' attitudes and the willingness of the family. Hong Kong psychiatric nurses' attitudes towards family involvement in nursing care may be influenced by the unique integrated Eastern and Western cultures, however earlier studies report ambiguous findings. This study aimed to assess Hong Kong psychiatric registered nurses' attitudes towards family involvement in care and its associated factors. This study is a cross-sectional descriptive online survey with convenience sampling based on the Families' Importance in Nursing Care-Nurses' Attitudes (FINC-NA) instrument. Most of the psychiatric nurses had supportive attitudes towards family involvement in care. Females with more clinical experience, working in a rehabilitation-related unit and having attended a family nursing education course were associated with positive attitudes towards family involvement in care. The supportive attitude of psychiatric nurses may be explained by the shift of mental health nursing care from hospital care to community care in recent decades. Mental health nurse education and training in Hong Kong could place more emphasis on building family work skills, particularly for newly qualified nurses and those working in acute inpatient settings.

Improving eating disorder education using flipped classroom method

Evidence demonstrating that new nurses lack clinical judgment skills prompted a teaching-learning project in an associate degree of nursing (ADN) program. A needs assessment revealed the necessity of increased knowledge related to caring for patients with eating disorders. Constructivism guided the project, which aimed to provide students with an understanding of the three most common eating disorders, including patient care considerations. Teaching-learning occurred through flipped classroom method (FCM) involving textbook readings, a prerecorded lecture, and an unfolding case study. The author utilized standardized test results, pre- post-test results, and anonymous student evaluations to appraise learner understanding and approval. The project demonstrated that FCM increases student knowledge and satisfaction and is an effective teaching strategy for ADN programs. Recommendations include routine FCM training for nurse educators, regular use of FCM in undergraduate nurse education courses, and further research to determine the best strategies to break down barriers to FCM utilization.

Preparing nurse educators for NMC standards for student supervision and assessment: the impact 4 years on

Four years on from its launch in 2018 (at the time of writing), the authors provide an up-to-date efficacy assessment of the ongoing implementation of the Nursing and Midwifery Council's Future Nurse: Standards of Proficiency for Registered Nurses (NMC) (2018a). Although these standards have comprehensively transformed the mentorship practices of nursing education courses within higher education, this article provides the first attempt to gauge and synthesise attitudes towards their implementation. Presenting the results of an evaluative survey that collates educators' current views on the implementation of these NMC standards, the authors detail and analyse the past and continuing impacts of this paradigm shift on staff, students, and practice. The findings contribute to the nascent body of knowledge, primarily clustering around four interlinked themes: slow acclimatisation to new models of assessment and supervision; variation in levels of preparation; prohibitive workloads; and role conflict. The authors conclude by providing a recommendation that more robust training resources around the NMC's standards are implemented nationally, in order to provide consistency of delivery by educators across the sector.

Nursing students’ genomics literacy: Basis for genomics nursing education course development

This study aimed to investigate the genomics literacy of Finnish and Filipino nursing students as a basis for developing a genomics nursing education course. This is a cross-sectional online survey using the 31-item Genomic Nursing Concept Inventory, IBM SPSS version 27, and item-analysis. A total of 245 nursing students participated in the study; 75% reported that they had not completed any genetics-genomics courses. The GNCI scores ranged from 2 to 31 total correct answers out of a total possible score of 31. The GNCI mean score of the Finnish cohort (9.53; SD = 3.48; 36% correct) was significantly lower compared to the Filipino cohort (16.21; SD = 9.74, 58% correct). These results show that the genomics literacy of nursing students in Finland and the Philippines is weak, particularly in human genome homogeneity and genotype-phenotype association concepts. We recommend designing effective genetic and genomic educational programs and updating the nursing curricula.

Effects of Blended Simulation on Nursing Students' Critical Thinking Skills: A Quantitative Study.

Critical thinking is regarded as imperative to healthcare quality and patient outcomes; therefore, effective strategies in nursing education are required to promote students' critical thinking abilities, leading to their success in clinical work. Accordingly, simulation-based education has been suggested as a measure for achieving this goal. The aim of this study was to explore whether a nursing education course with blended simulation activities (hands-on simulations with high-fidelity manikins and a web-based interactive simulation program) could increase nursing students' critical thinking skills. A quasiexperimental, one-group pretest and post-test design was utilized. Data were collected through premeasurement and postmeasurement using a critical thinking questionnaire and were analyzed using paired sample t-tests, independent sample t-tests, and the nonparametric Wilcoxon signed-rank test. The effect size was calculated using Cohen's d formula. Sixty-one nursing students (57 women and four men, mean age 30 years) participated in the study. Findings of the paired sample t-test showed a significantly higher mean score for posteducation than pre-education, indicating a significant change in nurses' critical thinking capabilities (p < .001). The results for Cohen's d formula ( - 0.87) of the mean scores between pre-education and posteducation indicated a large effect size. The Wilcoxon signed-rank test also showed a statistically significant increase in the students' critical thinking abilities between pre-education and posteducation measures (p < .001). No statistically significant differences were found in the mean score according to age or sex. This study concluded that blended simulation-based education can increase nursing students' critical thinking capabilities. As a result, this study builds on the use of simulation as a measure for developing and promoting critical thinking abilities during nursing education.

The Impact of Collaborative Online International Learning on Intercultural Sensitivity Among Nursing Students in the United States and Japan.

Collaborative online international learning (COIL) is a curricular approach that allows students to collaborate across cultures using various communication technologies. Little is known about the influence of COIL on intercultural sensitivity, a key competency for nursing students to better serve increasingly diverse patient populations. We implemented COIL in undergraduate nursing courses in the United States and Japan and examined its impact on intercultural sensitivity using the Intercultural Sensitivity Scale (ISS) as a pretest and posttest. The results of a paired t -test indicated ISS total scores significantly increased after COIL, supporting its use in nursing education courses.

Implementation of the Flipped Classroom Combined with Problem-Based Learning in a Medical Nursing Course: A Quasi-Experimental Design.

Medical Nursing is one of the most important core courses in nursing education, and the emergence of the flipped classroom has made up for the shortcomings of traditional teaching and improved the effectiveness of teaching. However, it is worth exploring how to maximize the effect of students' self-study before class while making full use of classroom teaching to promote the cultivation of students' abilities, so that the flipped classroom can have a maximal teaching effect. Therefore, this study explored the effect of a flipped-classroom teaching mode based on a small private online course (SPOC) combined with problem-based learning (PBL) in a course of Medical Nursing. Nursing undergraduates from the years 2018 (control group) and 2019 (experimental group), respectively, used the traditional lecture method and the flipped-classroom teaching mode based on a SPOC combined with PBL. The teaching effect was evaluated by teaching-mode-recognition evaluation, critical thinking measurement, and academic achievement. The scores of teaching-mode recognition evaluated by the students in the experimental group were higher than those in the control group in the following five aspects: "helping to improve learning interest" (p = 0.003), "helping to improve autonomous learning ability" (p = 0.002), "helping to improve communication and cooperation ability" (p &lt; 0.001), "helping to cultivate clinical thinking" (p = 0.012), and "helping to promote self-perfection and sense of achievement" (p = 0.001). Compared with the control group, the score on the "analytical ability" dimension of the Critical Thinking Disposition Inventory in the experimental group was higher (p = 0.030). The excellent rates of the final theoretical examination (p = 0.046) and comprehensive case analysis (p = 0.046) in the experimental group were higher than those in the control group. The flipped-classroom teaching mode based on a SPOC combined with PBL can promote students' abilities of autonomous learning, communication and cooperation, and clinical and critical thinking; improves their academic performance; and is recognized and welcomed by them. However, to extend the flipped-classroom teaching model of a SPOC combined with PBL to other nursing education courses, more optimization and evaluation are required.

Effect of a forensic nursing virtual education course on knowledge and clinical decision-making of master’s nursing students in Iran: a non-equivalent control group pre- and post-test study

Forensic nursing is a specialty in the nursing profession based on legal procedures. This study aimed to assess the effect of a forensic nursing virtual education course on knowledge and clinical decision-making among master’s nursing students. In a quasi-experimental study with a pre- and post-test, 106 master’s nursing students at Guilan (n=65) and Mazandaran (n=41) Universities of Medical Sciences, Iran were enrolled. Data were collected using census sampling from March to April 2021. Participants in the intervention group received a forensic nursing virtual education course in three 90-minute sessions for 2 days. A total of 88 out of 106 master’s nursing students were enrolled in this study. The mean post-education score for knowledge in the intervention group was significantly higher than in the control group (12.52 vs. 7.67, P<0.001). The mean post-education score for clinical decision-making in the intervention group was significantly higher than in the control group (16.96 vs. 13.64, P<0.001). The level of knowledge and clinical decision-making of master’s nursing students regarding forensic evidence improved after the forensic nursing virtual education course in the intervention group compared to the control group. Nursing managers and policymakers can develop appropriate strategies to improve the knowledge and clinical decision-making of nursing students by using forensic nursing education courses in the curricula of nursing programs, especially in postgraduate education as an elective or mandatory course.

국군간호사관학교 재난간호교육과정 운영추이 분석

Purpose: The purpose of this study was to analyze the operation trend of the Disaster Nursing Education Course (DNEC), developed by Korea Armed Forces Nursing Academy. Methods: This study analyzed learning concept, teaching methods, class time, and achievement of participants'' educational objectives in DNEC. In addition, the relevance was identified by comparing the achievement of educational objectives with International Council of Nurses (ICN) Disaster Core Competency Version 2. Results: The learning concept of DNEC was identified as five major categories of ''disaster overview, disaster preparation, disaster response, disaster recovery, and Chemical, Biological, Radiological, Nuclear and Explosive (CBRNE)'', and nine teaching methods were used. Among the major categories, ''disaster response'' and ''CBRNE'' accounted for the most class hours. On the trend line of class hours, ''CBRNE'' showed an increasing trend, and the remaining four categories showed a decreasing trend. Among the teaching methods, lecture and group discussions occupied the most time. In the trend analysis, teaching with high fidelity simulators and standardized patients showed an increasing trend. Participants'' achievement level of educational objectives was 4.13 out of 5 points on average. DNEC educational objectives achievement items were consistent with 28 of the 35 of ICN disaster core competency. Conclusion: This study is meaningful in analyzing operational trends for the first time. The processed data would contribute to improving the future DNEC, and provide implications for development direction of disaster nursing education in Korea.

Nursing Students' Willingness and Ability to Care in Disasters: Based on All Hazard Scenarios.

Background: At the time of an emergency, nurses are one of the most important first responder groups. Thus, their readiness to deal with emergency situations will increase disaster resiliency and continuity of care. The purpose of this study was to determine if whether nursing students at Iran University of Medical Sciences were willing and capable of providing care in a disaster or an emergency circumstance based on their disaster training courses. Methods: This was a cross-sectional study conducted during 2017 and 2018 in Iran University of Medical Sciences, Iran. Using a simple random sample procedure, 110 nursing students who passed disaster-related courses as part of their degree program (senior year students) were included in this study. Data were collected using the Disaster Survey questionnaire, developed by Qureshi (2005). The questionnaire consists of 8 disaster scenarios and 11 questions. Reliability testing was done using Cronbach's alpha (8). Scenarios were adapted to the context. Data were analyzed using SPSS 23 and descriptive statistics. Results: The response rate was 93%. Participants’ mean age was 21 years. The highest score in the ability to care (61%) was related to explosion incidents and the lowest score inability (22.9%) was related to radioactive incidents. The highest score of willingness to care (63.5%) in students was related to scenario 4 (explosion incident). The lowest score of willingness to care (32.7%) was for scenario 7 (radioactive bomb explosion) and scenario 2 (infectious disease). Conclusion: This study showed that nursing students do not have enough willingness and ability to provide care in radioactive and biological emergencies. There were some shortcomings in nursing education courses, especially in content related to radioactive and biological events.

Understanding Factors Contributing to Nurses’ Intention to Care for COVID-19 Patients Using the Theory of Planned Behavior

Background: Globally, the nursing community has lost several colleagues during the Coronavirus Disease 2019 (COVID-19) battle. One of the negative consequences of the disease is the pressure on healthcare services and demands that exceed the system's capacity to provide sufficient resources. Similarly, the experiences of care providers might trigger emotional and physical stress, which could affect the healthcare system's readiness to manage infectious outbreaks. This study was aimed at investigating nurses’ intention to care for COVID-19 patients and determining factors contributing to their intentions to care at the Ministry of Health facilities in Saudi Arabia.&#x0D; Methods: This descriptive cross-sectional survey design was used to recruit 336 nurses working in Al Madinah Ministry of Health hospitals where COVID-19 patients received medical and nursing care. The instrument was created following the framework of the Theory of Planned Behavior.&#x0D; Results: Nurses’ intention to care for COVID-19 patients was significantly correlated with their education level, nationality, knowledge about COVID-19, and nurses’ exposure during their earlier education for emerging infectious diseases. Factors related to social pressure from friends, colleagues, and workplace administration support needed improvement. Examining the model fits through multiple regression revealed that the combination of six subscales – “attitude, subjective norms, perceived behavioral control, behavioral beliefs, normative beliefs, and control beliefs” – accounted for a significant (89%) variability of intention to care, R2 = 0.892, adjusted R2 = 0.793, F (6-329) = 201, p ≤ 0.000.&#x0D; Conclusion: Providing nursing education is the main predictor of higher nurses' intention to care for COVID-19 patients, it is imperative that nursing education courses should continue investing in enhancing nurses' capabilities in caring for COVID-19 patients.

COVID 19-transformed nursing education and communication competency: Testing COMFORT educational resources

BackgroundThe COVID-19 pandemic brought a disruption to nurse education for both nursing faculty and students as all non-clinical nurse education courses worldwide moved to distance or online learning. The sudden shift to online education meant the loss of traditional activities for students to learn communication skills creating a critical demand for open educational resources for students and nursing faculty. Tools to support nursing faculty development for teaching communication are nearly non-existent and pedagogical content knowledge is needed. ObjectivesThe purpose of this study was to test two COMFORT COVID-19 Communication Modules (PPE and Video/Phone) for undergraduate nursing students and evaluate student communication competency post-intervention. DesignThis pre-post study includes qualitative and quantitative data collected to evaluate student communication competency post-intervention. SettingsUndergraduate Bachelor of Science in Nursing (BSN) students at four university campuses in the Pacific and MidSouth regions of the United States. ParticipantsBSN nursing students (n = 197) predominantly in the third year of study (n = 138, 70%). MethodsStudents completed online modules as part of a nursing course. Faculty provided information and a link to access online learning modules. A pre-post assessment was completed for each module. ResultsSignificant statistical differences were found across variables of communication attitude, knowledge, and skill across both modules. ConclusionsAs nursing education in the United States shifts to competency-based education which emphasizes skill development across the BSN program, it is imperative to establish communication learning objectives that are measurable and ensure communication theory and evidence-based practice is part of curriculum content.