Nursing Program Curricula Research Articles

Identifying Professional Goals and Promoting Career Development in Nursing Students Through Reflection and Simulation.

Career planning is an important but often neglected component of a nursing program curriculum. To increase retention and encourage professional advancement at the school of nursing of a large, public university in the Northeast, a virtual simulated career development day was established to provide students with the tools needed to navigate the job acquisition process and secure appropriate employment. Course outcomes and student feedback indicated that a successful transition to practice and advancement to higher levels of professional nursing can be promoted through the development of superior interviewing skills, a strong resume, and insight regarding one's professional goals and values.

A pilot resiliency course for Doctor of Nursing Practice (DNP) students: Lessons learned

Graduate nursing students can face varied and significant stressors during their programs of study. The need for interventions to promote nursing student resiliency has been reported in the literature, by accrediting bodies, and in previous research conducted with students at the same university. Thus, the purpose of this project was to pilot a resilience course for Doctor of Nursing Practice (DNP) students. The theoretical frameworks guiding the design and implementation of the resiliency pilot program were andragogy (the science of adult learning) and rapid cycle quality improvement. The course included eleven monthly modules addressing resiliency content with written material, original videos, and online discussions and meetings. The first module overviewed the resiliency skills (Belief, Persistence, Trust, Strength, and Adaptability), five modules were dedicated to a specific resiliency skill, two modules addressed recent and anticipated challenges, two modules concentrated on the application (clinical and academic) of the resiliency skills, and the last module focused on reflection. Results of this pilot program indicate that DNP students can benefit from receiving resiliency content during their studies, especially from faculty involvement and increased peer support; however, future resiliency content may be more accepted and effective if embedded into nursing program curriculum and activities.

The impact of tutoring on nursing students' clinical judgment: A quasi-experimental study.

Nurses' lack of clinical judgment often leads to adverse patient outcomes due to failure to recognize clinical deterioration, intervene, and manage complications. Teaching clinical judgment through a nursing process can help nursing students provide safe and competent patient care with improved health outcomes and to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The aim of this study was to examine the effect of tutoring on clinical judgment of undergraduate nursing students utilizing Lasater's Clinical Judgment Rubric (LCJR). This study also compared the clinical judgment of male and female nursing students and students from different semester levels. This quasi-experimental study utilized a single group pretest, posttest design. A convenience sample of n = 40 undergraduate nursing students from the Los Angeles County College of Nursing and Allied Health participated in the study. The participants underwent a pretest simulation, four sessions of the Clinical Judgment Model (CJM)-based tutoring, and a posttest simulation. The posttest clinical judgment scores (35.70 ± 3.6) were significantly different from the pretest scores (25.78 ± 5.20). The tutoring had a significant effect on the clinical judgment of nursing students t(39) = -11.64, n = 40, p < .001, at 95% CI of the mean difference. Enhancing nursing students' clinical judgment is crucial to provide high-quality, safe patient care with improved health outcomes. The CJM-based tutoring is an effective strategy for developing clinical judgment in nursing students. This new teaching approach can train students to critically think, develop clinical judgment, and prepare for the complex healthcare environment. Therefore, nurse educators should focus on integrating clinical judgment into the prelicensure nursing program curriculum as a priority.

An innovative approach to NAS: Eat, Sleep, Console

Maternal substance abuse during pregnancy has dramatically increased in prevalence in the United States. Consequently, neonatal abstinence syndrome (NAS) is now a leading cause of developmental and medical problems in newborns (Thigpen and Melton, 2014). Eat, Sleep, Console (ESC) is an innovative approach to the treatment of NAS, which hospitals are implementing to improve outcomes for women and infants with perinatal opioid exposure (Whalen et al., 2018). This educational innovation project incorporates current, evidence-based practice (EBP) guidelines into the associate degree nursing (ADN) program curriculum at a community college to better prepare nurses to provide safe, therapeutic nursing care to infants and their families.

The effect of integrating a nursing licensure examination preparation course into a nursing program curriculum

Background: Nursing licensure examinations (NLEs) are used worldwide to determine nursing students' levels of competence and preparedness to practice nursing. However, despite students' knowledge of nursing concepts, some students struggle with anxiety, pressure, and NLE question style. Preparation courses embedded within nursing students' curriculum may be effective in preparing students to take the NLE. Aim: The aim is to determine the effectiveness of implementing a Saudi Nursing Licensure Examination (SNLE) preparation course into nursing students' curriculum. Setting and Design: A quasi-experimental, repeated measures design was used with 109 undergraduate nursing students in three-branch college of nursing in the western region of Saudi Arabia. Methods: Students completed a 3-month SNLE preparation course integrated into the current curriculum. The course involved practice question preparation, case studies, and online learning videos. Students took an SNLE-style pretest before the course and a posttest one month after the course was completed. Results: Most students were female (70.6%) and 34.9% reported studying 1–2 h per week studying for the course. There was a significant, positive, and strong correlation between the number of hours spent studying and SNLE posttest scores (r = 0.729, n = 109, P &lt; 0.001). Students performed significantly better after taking the SNLE preparation course. Female students scored higher in all domains compared to male students, especially within the maternity and pediatric nursing domain. Conclusions: An NLE preparation course integrated into the nursing curriculum was shown to be effective within this sample of Saudi nursing students. Further research with larger samples may be needed to corroborate these findings.

Implementing Immersive Virtual Reality into a Nursing Curriculum

Due to workforce demands, new undergraduate nurses are hired directly into fast-paced units and are expected to manage complex patients with rapidly changing conditions and respond to time-sensitive situations. It is important for nurse educators to prepare undergraduate nurses for transition into clinical practice upon graduation. Simulation has been a valuable tool to provide experiential learning and promote clinical decision-making. The next iteration of improving clinical simulation as an experiential learning modality for nursing students is Immersive Virtual Reality (IVR): a realistic, immersive simulation in a 3-dimensional environment that is experienced by body movements and hand controllers. IVR can incorporate the layers of the clinical judgment model including recognizing cues, analyzing cues, prioritizing hypotheses, generating solutions, taking action, and evaluating. The purpose of this study was to examine the use of IVR in a baccalaureate nursing program curriculum. A prospective, non-randomized study design was conducted at a midwestern academic medical center College of Nursing. A convenience sample of second-semester BSN nursing students (N=83) participating in an IVR clinical experience was included in this study. Statistically strong correlations were found between learning and engagement r (81) = .746, p < .001, and engagement and immersion r (81) =.517, p < .001. Moderate levels of correlation were found between learning and immersion r (81) = .466, p < .001, and learning and challenge r (81) = .389, p < .001. Incorporating IVR into a BSN curriculum is feasible and provides an engaging, flexible, learning environment. IVR provides a positive learning experience and overall students want to continue to use it in the future. Future research establishing best practices for IVR needs to be completed.

Assessment of Diploma Nursing Program Curriculum Implementation Using Kirkpatrick’s Approach: A Case Study at Kilimanjaro College of Health and Allied Science-Tanzania

The study conducted at Kilimanjaro College of Health and Allied Science-Tanzania, to assess Diploma nursing program curriculum implementation using Kirkpatrick’s approach. The four levels of the model used in assessment. Microteaching steps examined classroom nurse tutors behavior of curriculum implementation process. Aimed to assess how CBET implemented, as since inception in 2008 not assessed and that if, Microteaching technique adhered to in the process besides if implementers has regulatory qualities and experience to the implementation. These help to identify gaps of the implemented curriculum besides the way forward to the solution. Census used with the study. A descriptive cross-sectional design of both quantitative and qualitative methods of data collection used. Scaled Likert’s questionnaire following the model, face-to-face interview along with observation used as tools. Nurse tutors was the treatment group whereas students were the control group and tested concurrently. SPSS v20 analyzed the model; paired sample t-test tested the performance significance whereas eta- squared evaluated it. The results between pre (M=3.36, SD=2.69) and post-test [M=6.44, SD=2.64, t (305) =20.671 p&lt; .001 indicated significant increase in performance. The eta squared statistics evaluation of 0.58 indicated a large effect size change. From the study, tutors were committed, had enough knowledge and experience with curriculum implementation. Nevertheless, they are not sufficient compared to the modules taught. Observed major and minor errors in the study, need rectification. Therefore; Kirkpatrick’s model of assessment and Microteaching skills are innovations to measure medical education competences, need campaigns. My opinion, tutors roles need promotions moreover re-defined for awareness.

The Application of Islamic Spiritual Methods in Nursing Program Curriculum at UIN Syarif Hidayatullah Jakarta and UIN Alauddin Makasar

&lt;p class="abstrak"&gt;This research focuses on describing the implementation of Islamic spiritual care of the clinical nursing students at the State Islamic University (UIN). The implementation of Islamic spiritual care has not been done well by nurses. Clinical nursing students are the forerunners of nurses, but no one has examined the description of the application of Islamic spiritual care carried out by clinical nursing students in State Islamic University (UIN). This research method was descriptive quantitative. Samples were students of the clinical nursing students of UIN Jakarta and UIN Alauddin Makassar, 40 respondents. The results showed that most respondents applied Islamic spiritual care well (52.5%). The most well-implemented component is instilling optimism for healing that comes from God (60%). Students need to improve their self-competence in Islamic religious knowledge to become more competent in providing Islamic care to patients. The head of the clinical nursing program needs to emphasize efforts to increase Islamic spiritual competence in the clinical practice setting of learning guidelines through the guidance process and learning achievement targets.&lt;/p&gt;&lt;p&gt;&lt;em&gt;Penelitian ini berfokus untuk mengetahui penerapan perawatan spiritual Islam mahasiswa Ners di Universitas Islam Negeri (UIN). Penerapan asuhan keperawatan secara holistik khususnya dalam aspek spiritual karena masih sangat minim &lt;/em&gt;&lt;em&gt;dilakukan oleh perawat di tatanan pelayanan keperawatan.&lt;/em&gt;&lt;em&gt; Mahasiswa merupakan cikal bakal perawat dan peneliti belum menemukan penelitian tentang penerapan perawatan Islam oleh mahasiswa Ners di lingkungan UIN.&lt;/em&gt;&lt;em&gt; &lt;/em&gt;&lt;em&gt;Metode yang digunakan yaitu deskriptif kuantitatif. Sampel yang digunakan yaitu mahasiswa Ners UIN Jakarta dan UIN Makassar masing-masing 40 responden. Hasil menunjukkan sebagian responden menerapkan perawatan spiritual Islam dengan baik (52,5%). Komponen yang paling banyak diterapkan dengan baik yaitu menanamkan optimisme kesembuhan yang datang dari Allah (60%). Mahasiswa perlu meningkatkan kompetensi diri dalam ilmu agama islam sehingga menjadi lebih kompeten dalam mebrikan perawatah islam kepada paeien, program studi Ners perlu lebih menekankan pada upaya peningkatan kompetensi spiritual islam pada tatanan praktik klini pedoman pembelajaran, melalui proses bimbingan maupu target capaian pembelajaran.&lt;/em&gt;&lt;/p&gt;

Evaluation of infection concept and content integration in a baccalaureate nursing program curriculum

Nursing students must graduate from their programs equipped with evidenced-based knowledge and skills to prevent, detect, control, and stop the spread of infectious agents regardless of setting. This program evaluation sought to determine curricular integration of the concept of infection and infection prevention and control practices.

A brief educational intervention can improve nursing students’ knowledge of the human papillomavirus vaccine and readiness to counsel

ABSTRACT Provider recommendation is a primary reason for patient uptake of the human papillomavirus (HPV) vaccine. Most provider-focused educational interventions are focused on physicians, even though nurses are also important sources of vaccine-related information for their patients. This study examined whether a HPV educational intervention could improve nursing students’ HPV knowledge, beliefs, and comfort with counseling. The same lecture on HPV and HPV vaccination was given to both medical and nursing students. To determine the effects of the lecture, students were asked to complete identical pre- and post-lecture tests with questions on demographics, knowledge, attitudes, and comfort with counseling on the HPV vaccine. Pre- and post-lecture test scores were compared between nursing and medical students to assess whether there were differences in pre-lecture test scores and/or changes in post-lecture test scores. On the pre-lecture tests, fewer nursing students responded correctly to knowledge questions, indicated positive attitudes or comfort with counseling about the HPV vaccine compared to medical students. However, similar frequencies of nursing and medical students responded correctly to knowledge questions and indicated a positive attitude, as well as a high comfort level with counseling on the post-lecture tests. Study results show that integrating lectures in a nursing program curriculum could be a feasible way to increase students’ HPV knowledge. Having health-care providers with similar levels of knowledge, attitudes, and comfort with counseling on HPV vaccination is ideal, as all share the responsibility of recommending the vaccine to patients.

Representaciones sociales de docentes y estudiantes sobre el plan de estudios de un programa de Enfermería

Las representaciones están influenciadas por los estímulos del entorno y se configuran como un aprendizaje social que otorga un sentido a las concepciones y acciones de un grupo; además, se forma un conocimiento y se identifican las opiniones que conducen a las personas a actuar de forma positiva o negativa. El propósito de la investigación fue describir las representaciones sociales de los estudiantes y docentes sobre el plan de estudios del programa de Enfermería de la Universidad Santiago de Cali, Seccional Palmira durante el segundo semestre del año 2019. Se usó un enfoque de investigación cualitativo, bajo el paradigma hermenéutico con un método de estudio de caso. La población fue de estudiantes (de tercero a décimo semestre) y docentes (del área disciplinar) del programa de Enfermería de una universidad privada de Palmira-Valle. Los resultados evidenciaron que más del 95 % de los estudiantes conocía el plan de estudios del programa, tenía interés en abordar en la asignatura del componente específico y consideraba algunas asignaturas (como las virtuales) poco relevantes para su formación. Se concluyó que el plan de estudios es acorde con la formación en el campo disciplinar de la Enfermería y que podría incluir otros componentes para buscar mejoramiento en algunas necesidades sociales.

Attitudes Toward Spiritual Care and the Provision of Spiritual Care Interventions Among Jordanian Baccalaureate Nursing Students: Prevalence and Correlates

The aim of this study was to identify aspects and frequencies of spiritual care intervention provided by baccalaureate nursing students and to explore factors associated with the frequency of spiritual care interventions. Provision of spiritual care is a part of good quality nursing and is an important dimension in patients' health and well-being. A cross-sectional descriptive and correlational design was employed. A convenience sample of 267 Jordanian baccalaureate nursing students completed a structured, self-administered questionnaire. Participants had a low mean level of provision frequency for religious spiritual care interventions. Nursing students with a greater spiritual perspective, positive attitudes toward spiritual care, and adequate education and training in spiritual care were more likely to provide interventions more frequently. Jordanian baccalaureate nursing students provide religious spiritual care interventions only infrequently. Implications for nursing education, clinical field experience, and nursing program curricula are explored.

Preparing Today’s Nurses: Social Determinants of Health and Nursing Education

Reducing health inequity in the United States is a social mandate for nursing in the 21st century. The World Health Organization and others have defined and identified multiple social determinants of health (SDOH) that may negatively impact patient health and contribute to health inequity. Nurses, on the frontlines of healthcare, are uniquely positioned to assess for social determinants of health and positively address health equity. The purpose of this article is to explore social determinants of health and nursing education, including clinical and classroom opportunities. We also discuss faculty development and diversity as a strategy of impact, and conclude with a call to action and recommendations for nurse educators working to include SDOH in nursing program curricula.

Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey.

Although information literacy skills are recognized as important to the curriculum and professional outcomes of two-year nursing programs, there is a lack of research on the information literacy skills and support needed by graduates. To identify the information literacy skills and consequent training and support required of Licensed Practical Nurses (LPNs) in Alberta, Canada. An online survey using a random sample of new graduates (graduated within 5years) from the registration database of the College of Practical Nurses of Alberta (CLPNA). There was a 43% response rate. Approximately 25-38% of LPNs felt they were only moderately or to a small extent prepared to use evidence effectively in their professional practice. LPNs use the internet and websites most frequently, in contrast to library resources that are used least frequently. Developing lifelong learning skills, using information collaboratively, and locating and retrieving information are areas where LPNs desire more effective or increased training. The results suggest there are significant gaps in the preparedness and ability of LPNs to access and apply research evidence effectively in the workplace. There are several areas in which the training provided by Librarians appears either misaligned or ineffective.

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.

Role of knowledge and attitude in determining standard precaution practices among nursing students

Background: Standard precaution practice (SPP) is aimed at protecting both patients and health professionals alike. The high rate of occupational hazards among health workers especially in developing countries is counterproductive and therefore requires thorough investigation and intervention. This study aims to determine the role of knowledge and attitude in determining SPP among nursing students.Methods:This research involved 172 nursing students at the teaching hospital of University of Maiduguri. Sampling was done using simple random sampling. Knowledge and attitude on towards one of the filoviruses (Ebola) including recommended SPP towards its prevention were assessed by a self-administered questionnaire after written consent. For bivariate correlation, Pearson’s correlation was used between knowledge and SPP, attitude and SPP, then knowledge and attitude. Subsequently the determinants of SPP were analyzed by multiple linear regression using SPSS (IBM Inc.) version 22. Significance level was 0.05 at 95% confidence interval.Results: The mean scores were knowledge 26.27(±6.6), attitude 80(±8.9) and SPP 61.08(±9.04). Correlation results was significant between knowledge and SPP (r=0.485, p&lt;0.05) as well as knowledge and attitude (r=0.134, p&lt;0.05). Knowledge of nursing students was a significant determinant of SPP (b = 0.663, 95% CI = 0.48-0.84, p&lt;0.05).Conclusions:There is an association between knowledge and SPP despite the low level of knowledge among respondents. Improvements in the nursing program curriculum is recommended.

A Dedicated Education Unit for Maternal–Newborn Nursing Clinical Education

Designing a quality maternal–newborn clinical practice experience for undergraduate nursing students is often challenging. A dedicated education unit (DEU) is a partnership model of clinical education in which students partner with a designated unit-based nurse in providing nursing care within a typical patient care assignment. This article describes the experience of implementing a DEU in a junior level (third year) nursing practice course in a bachelor of science in nursing program curriculum. A DEU model is a perfect fit for maternal–newborn clinical learning experiences and provides a win–win outcome for academic and clinical partners as well as safe patient care. http://dx.doi.org/10.1016/j.nwh.2015.12.005

Advancing the Development of the Guidelines for the Nursing of Children, Adolescents, and Families: 2014 Revision: Process, Development, and Dissemination

This article details the process used to develop the revision of the original Guidelines that resulted in the development of the 2014 Health Care Quality and Outcomes Guidelines for Nursing of Children, Adolescents, and Families. Members of the 2014 Guidelines Revision Task Force conducted an extensive process of revision, which included the input and approval of 16 pediatric and child health nursing and affiliated organizational endorsements. The revised Guidelines were presented to and endorsed by the American Academy of Nursing Board. These Guidelines are designed for use by pediatric and child health nurses who work in a range of health care and community-based settings. The Guidelines are proposed to be used as a framework for nurse-directed services and intervention development and testing, as a model for undergraduate and graduate pediatric and child health nursing program curriculum development, and as the theoretical basis for nursing investigations on the care of children, adolescents, and families.

Human patient simulation versus case study: Which teaching strategy is more effective in teaching nursing care for the hypoglycemic patient?

With the ever-increasing safety concerns presented in a health care setting, it is imperative that nursing students are prepared for the demand of utilizing the skill of critical thinking while providing care to patients experiencing hypoglycemia. Nurse educators strive to implement different teaching strategies to promote critical thinking skills. The purpose of the study was to evaluate the effectiveness of two teaching strategies: human patient simulation (HPS) and a single case study during diabetes education. In addition, the study was used to validate the inclusion of HPS in the authors' nursing program curriculum. A quasi-experimental, two-group pretest and posttest design was utilized to evaluate these teaching strategies. Faculty also completed an objective clinical evaluation, which evaluated students' clinical reasoning, and all students completed a postsurvey evaluating the teaching strategies. Study results indicated the pretest average scores for both groups were identical. The posttest results for the case study group were slightly higher than the simulation group results. On the clinical evaluation tool, the simulation group scored much greater than the case study group. Both results were statistically significant. The postlesson survey results were greater overall for the simulation group on all statements. All students agreed or strongly agreed that simulation was effective. According to the student test results and clinical evaluations, both teaching strategies are beneficial in nursing education; moreover, the student surveys and comments validated the addition of simulation as a valuable teaching strategy. As a result of this research, HPS was formally implemented into the nursing curriculum.

Sharing and Supporting the Hopes and Dreams of Students and Faculty in a Canadian BScN Program

Healthcare educators are in a unique position to support students’ personal and professional development. The UOIT-DC Nursing Program curriculum is founded on caring values that assert a commitment to the primacy of relationships. According to humanistic nursing, caring involves the interrelated concepts of ‘being’ and ‘doing’ in which both require an active presence and willingness to come to know another person (Paterson and Zderad, 1976). A deeply held tenet of nursing practice is the notion that when a nurse knows or understands a person, he or she will be better able to care for that person. We believe that this notion also pertains to student and faculty relationships in nursing education, ultimately leading to more effective and meaningful learning opportunities and experiences.This poster will report on a qualitative study exploring undergraduate nursing students’ hopes and dreams when they begin their education and the ways these hopes and dreams may shift and evolve as they progress through the program. The intersections of students’ hopes and dreams for their education and faculty members’ hopes and dreams in teaching students will be presented. The impetus for the project arose from conversations among faculty members about the complex relational nature of nursing education and our hope to enhance relational awareness and practices through a deeper understanding of the aspirations and goals that students hold. Exploration of how the findings may contribute to deeper understandings of and responsiveness to students and the significance of nursing practice and education to them will be presented.ReferencesPaterson, J. G., and Zderad, L. T. (1976). Humanistic nursing. New York: John Wiley and Sons.