Prelicensure Nursing Programs Research Articles

Medical Marijuana Education in Pre-Licensure Nursing Programs

Medical Marijuana Education in Pre-Licensure Nursing Programs

NLN Partners With QSEN to Conduct a National Faculty Survey: Results Shed Light on State of QSEN Integration in Prelicensure Nursing Programs.

NLN Partners With QSEN to Conduct a National Faculty Survey: Results Shed Light on State of QSEN Integration in Prelicensure Nursing Programs.

Who's uncivil to who? Perceptions of incivility in pre-licensure nursing programs.

The purpose of this study was to determine if there were differences in the perceptions of uncivil behaviors among nursing students and faculty according to pre-licensure nursing program types, and if there were any relationships in reported uncivil behaviors to the variables of age, gender, ethnic/racial background, and parental level of education. The sample was a convenience sample of 159 pre-licensure senior nursing students and 14 nursing faculty from four schools of nursing in the northeastern United States: two Bachelor of Science in Nursing (BSN) programs, one Associate Degree in Nursing (ADN) program, and one hospital-based diploma nursing program. The nursing students and nursing faculty were administered a mixed method, validated survey instrument, the Incivility in Nursing Education (INE) Survey (Clark etal., 2009). The results of the survey identified similarities and differences between the BSN, ADN, and diploma nursing programs for both the perceptions and experiences of uncivil behaviors, however no significant differences were found between the demographic variables and the occurrence of uncivil behaviors.

A Statewide Survey of Simulation Practices Using NCSBN Simulation Guidelines

BackgroundThe need to identify critical areas for faculty and program development in simulation-based education (SBE) is evident as nursing programs move toward clinical redesign. MethodThe design was a descriptive mixed method study using a structured interview process with a survey based on the NCSBN Simulation Guidelines for Prelicensure Nursing Programs. Simulation coordinators were interviewed at 25 prelicensure nursing programs in one mid-Atlantic state. ResultsThe findings revealed key areas for faculty and program development: theory, standards, methods, curriculum integration, debriefing and evaluation. ConclusionsThe NCSBN guidelines were effective in assessing simulation programs identifying important elements in the development of a statewide curriculum for SBE.

Use of Video Recording to Facilitate Peer-to-Peer Learning in a Prelicensure Nursing Program

Peer-to-peer learning in a prelicensure nursing program allows students to critique one another with decreased stress and anxiety. The use of video recording technology affords students the opportunity to engage in reflective practices of physical assessment and psychomotor skills checkoffs outside of a traditional instructor proctored evaluation session. Students reported improved learning associated with peer-to-peer feedback. Instructor-proctored evaluation, although more authentic, produced more stress and anxiety.

Charting the Future of SPN: The SPN Strategic Plan

Charting the Future of SPN: The SPN Strategic Plan

Substitution of Clinical Experience With Simulation in Prelicensure Nursing Programs: A National Survey in the United States

BackgroundSome states allow simulation substitution of supervised clinical instruction. However, a review of the literature found that a standard substitution ratio for simulation hours to supervised clinical hours does not exist among prelicensure nursing programs. MethodA descriptive survey was sent to more than 1,400 prelicensure schools of nursing. ResultsSchools of nursing reported various substitution ratios demonstrating ambiguity between institutions. ConclusionThis study provided an initial view of current practices related to simulation as a substitution for supervised clinical experiences.

Debriefing Practices in Nursing Education Programs: Results from a National Study.

The purpose of the study was to describe debriefing practices in nursing education programs in the United States. Despite the acknowledged importance of debriefing, little is known about debriefing practices. It is imperative that debriefing practices be examined in order to establish a baseline understanding of current practice. The study design was a cross-sectional Internet-based survey. Surveys were sent to every accredited pre-licensure nursing program in the United States. Regression analysis determined variables that were associated with the use of theory-based debriefing. Data analysis determined that most debriefers do not have training in debriefing and that their competence was not assessed. Factors associated with the use of theory-based debriefing included the presence of a designated simulation administrator, training for debriefers, and competence assessment of debriefers. These results establish a baseline from which to prioritize faculty development in simulation-based education.

An Economic Model for Clinical Simulation in Prelicensure Nursing Programs

This article describes the costs that nursing education leaders should consider when planning to integrate clinical simulation into prelicensure nursing curricula. This descriptive analysis demonstrates the cost calculation for simulation experiences, debriefing sessions, and evaluations of student performance. Calculations are based on resources needed to conduct simulations in two of ten schools that participated in the National Council of State Board of Nursing multisite study. The techniques and standards used to create the model of costs can be applied for comparison with the costs of clinical education and for planning to ensure that the program is financially sustainable.

Regulatory Implications and Recommendations for Distance Education in Prelicensure Nursing Programs

Increasing workforce demands and projected nursing supply shortages have led to calls for innovative educational models to seamlessly prepare nurses as leaders in increasingly complex health care systems. National recommendations call for an increase in nurses prepared at the bachelor's and doctoral levels by 80% and 50%, respectively, by 2020. This amplification of nursing leadership and radical transformation in nursing education has led to a proliferation of the use of technology in nursing education. Because most boards of nursing (BONs) approve nursing education programs as part of their mission of public protection, they must determine the best practices for the use of such technology, including distance education, in nursing education. This article addresses current and evolving educational strategies using distance education as a teaching methodology in nursing curricula, presents recommendations for providing more consistency across BONs, identifies the regulatory perspectives of distance education programs from a variety of viewpoints, and presents regulatory guidelines for nursing education prelicensure distance education programs.

A Collaborative Model for Approval of Prelicensure Nursing Programs

Currently, boards of nursing (BONs) use seven différent models for approving nursing programs, and nursing éducation rules and regulations in BONs are not consistent across jurisdictions. In 2010, the National Council of State Boards of Nursing's (NCSBN) Board of Directors convened a committee to assess the state of prelicensure nursing program approval in BONs and to make recommendations to the NCSBN's board based on current and future needs. This article describes the committee's collaborative engagement with national accreditors and the recommendations that resulted.