Program's Journey Research Articles

New strategies to combat workplace incivility and promote joy.

Eighty-five percent of nurses report incivility in healthcare. Promoting a culture of civility-from nursing school to the workplace-is vital to ensuring healthy learning and work environments and ultimately safe patient care. This article presents a nursing program's journey in addressing incivility among the nurse faculty and the results achieved.

Master of Healthcare Administration program's journey to competency‐based education

AbstractWinston‐Salem State University's (WSSU), Master of Healthcare Administration (MHA) program, answered the call of the University of North Carolina system to offer education at an equal or higher quality than currently provided at a cost that is consistent with the state's constitution. As such, WSSU converted its MHA program to a competency‐based education (CBE) platform. The American College of Healthcare Executives (2017) states that this is an exciting time for healthcare management. The field requires talented people to help introduce and manage the changes taking place in health care. Implementation of the CBE program resulted in increased enrollment, increased student satisfaction through more flexibility to complete an advanced degree, and greater ease in balancing work–life student demands. WSSU's CBE program is designed to ensure that graduates have training and expertise they need to promote career readiness. This article will discuss the journey of transforming a hybrid MHA program to CBE.

Best Practices in NCLEX-RN Readiness Preparation for Baccalaureate Student Success

Success for first-time takers of the NCLEX-RN has implications for the students, faculty, and nursing programs. As the passing standard for the NCLEX-RN has risen, some programs have experienced a corresponding decrease in their graduates' first-time pass rates. This article describes one baccalaureate program's journey from low first-time NCLEX-RN pass rates in 2001 to greater student and program success using a data-based, analytical approach. Although passing an exit exam was a program requirement for 20 years, the change to computerized testing and more in-depth test preparation has enhanced opportunities for success for students and reduced stress among faculty. The resulting best practices for preparing students for NCLEX-RN success are described.

Best Practices in NCLEX-RN Readiness Preparation for Baccalaureate Student Success

Success for first-time takers of the NCLEX-RN has implications for the students, faculty, and nursing programs. As the passing standard for the NCLEX-RN has risen, some programs have experienced a corresponding decrease in their graduates' first-time pass rates. This article describes one baccalaureate program's journey from low first-time NCLEX-RN pass rates in 2001 to greater student and program success using a data-based, analytical approach. Although passing an exit exam was a program requirement for 20 years, the change to computerized testing and more in-depth test preparation has enhanced opportunities for success for students and reduced stress among faculty. The resulting best practices for preparing students for NCLEX-RN success are described.

Best Practices in NCLEX-RN Readiness Preparation for Baccalaureate Student Success

Success for first-time takers of the NCLEX-RN has implications for the students, faculty, and nursing programs. As the passing standard for the NCLEX-RN has risen, some programs have experienced a corresponding decrease in their graduates' first-time pass rates. This article describes one baccalaureate program's journey from low first-time NCLEX-RN pass rates in 2001 to greater student and program success using a data-based, analytical approach. Although passing an exit exam was a program requirement for 20 years, the change to computerized testing and more in-depth test preparation has enhanced opportunities for success for students and reduced stress among faculty. The resulting best practices for preparing students for NCLEX-RN success are described.

Scholarship revisited: a Collaborative Nursing Education Program's journey.

The Collaborative Nursing Program in British Columbia is a nursing education program composed of 10 partners, including five community colleges, four university colleges, and one university. The Board of Accreditation of the Canadian Association of University Schools of Nursing granted a 7-year accreditation to the Collaborative Nursing Program partners in November 2000. During the past several years, the partners have begun to view their collaborative curriculum development, implementation, and evaluation through the lens of scholarship. Using Boyer's model of scholarship, they have begun to evaluate their work of discovery, integration, application, and teaching against criteria in Scholarship Assessed: Evaluation of the Professorate. This article describes the journey the collaborative partners undertook in exploring the meaning of scholarship across the partnership and within each nursing school.