Undergraduate Nursing Curriculum Research Articles

Interactive Computer Simulation for Adolescent Screening, Brief Intervention, and Referral to Treatment (SBIRT) for Substance Use in an Undergraduate Nursing Program

PurposeAdolescent substance use has been identified as our nation's number one public health problem. Screening, brief intervention, and referral to treatment (SBIRT) is an evidence-based approach to identify and address adolescent substance use. Despite recommendations for universal implementation, adolescent SBIRT training has been notably absent from undergraduate nursing curricula. This project describes and evaluates the effectiveness of using an interactive computer simulation for adolescent SBIRT in an undergraduate nursing program. Design and methodUndergraduate nursing students (n = 144) completed an adolescent SBIRT interactive computer simulation (SBI with Adolescents, Kognito). Self-perceived competence, confidence, and readiness to deliver adolescent SBIRT were measured via pre- and post-survey items. Student attitudes toward substance use and simulation-based learning were also studied. At the end of the simulation, students received an automatic assessment challenge score based on performance. We compared the pre- and post-SBIRT scores using the Wilcoxon signed rank test and the sign test for repeated measures using 2-tailed α = 0.05. ResultsWe saw significant (p < .05) improvement in overall student competence, confidence, and readiness to deliver SBIRT. Positive quantitative and qualitative feedback were also received regarding the simulation experience. ConclusionsAdolescent SBIRT training was successfully integrated into an undergraduate nursing curriculum. There were significant improvements in self-reported competence, confidence, and readiness to deliver adolescent SBIRT. Practical implicationThis project provided further support for the potential benefits of an interactive computer-based simulation in an undergraduate nursing curriculum.

Mindfulness Meditation For Anxiety And Stress Reduction For Nursing Students

Location: Dewberry Hall The activity being showcased is the introduction of Mindfulness Meditation (MM) into the undergraduate nursing curriculum. This was brought to the nursing curriculum as a Doctor of Nursing Practice (DNP) project to provide the students with the skills needed for anxiety and stress management. In addition, this practice may assist with reduction of the physical and emotional effects of chronic stress. The MM teaching modules were given to students in undergraduate skills labs classes over a period of 4 weeks with one module opening each week. The modules targeted multiple learning styles by including Kaltura videos, journal articles, YouTube videos, one-page handouts, and weekly suggestions for skills practice. All learning modules included an evidenced-based foundation relevant to nursing practice as well as a new mindfulness technique each week. The DNP student was in class during week 5 to practice the skills outlined in the modules with the students. An acceptability survey was given upon completion of the project to assess student and faculty acceptability of the curriculum. Collaboration with the School of Nursing faculty was essential for the success of the implementation of the modules into the skills lab courses. The DNP student and skills lab faculty worked as a team to determine optimal placement within the course curriculum and plan for student engagement.

Evidence-Based Practice Curriculum Development for Undergraduate Nursing Students: The Preliminary Results of an Action Research Study in Taiwan.

ABSTRACTBackground:Equipping undergraduate nursing students with sufficient competence in evidence-based practice (EBP) is essential to meeting future practice needs. Integrating necessary EBP knowledge and skills systematically into the formal curriculum allows students to obtain better learning experience and outcomes. However, in Taiwan, a systematic nursing curriculum that integrates EBP concepts across the 4-year nursing baccalaureate program has not yet been developed. Moreover, engaging students in the clinical application of evidence remains a key challenge facing nursing education.Purpose:This study aimed to construct an EBP undergraduate nursing curriculum and develop clinical scenarios that support EBP teaching.Methods:Three cycles of action research, incorporating both focus group interviews and questionnaire surveys, were applied to construct and evaluate the appropriateness and feasibility of the EBP nursing curriculum and relevant teaching strategies.Results:An EBP nursing curriculum was constructed that integrates the three levels of learning objectives and corresponding learning outcomes, teaching content, and learning activities. Scenario activities were developed to familiarize students with the EBP process and to maximize their learning with regard to the clinical application of evidence. Next, a preliminary evaluation showed the appropriateness and feasibility of the developed curriculum, which was shown to foster the EBP competency of students and increase their confidence and positive attitudes toward EBP.Conclusions/Implications for Practice:A systematic EBP bachelor nursing curriculum with effective pedagogical strategies was developed. The associated process and the elicited information may offer a valuable reference for other nursing schools.

Integration of Basic Sciences in Undergraduate Nursing Curricula

Undergraduate nursing curricula often offer basic science courses during the first academic year of the degree program. These include Gross Anatomy, Embryology, Physiology, Pathophysiology, Biochemistry, and Microbiology. They are often given as separate courses, thus lacking horizontal and vertical integration with major nursing courses, such as medical-surgical nursing, critical care nursing, pediatric nursing, maternal nursing, recovery nursing, emergency nursing, operating room nursing, and geriatric nursing. This study aims to survey undergraduate nursing curricula in Lebanon about the integration of basic science courses.

Health Literacy: Knowledge and Experience Among Senior Students in A Nursing College

Introduction: Training and education on health literacy must start in the undergraduate nursing program. While nursing schools include health education courses and provide opportunities for nursing students to give healthcare information to individuals in various healthcare settings, there is a dearth of empirical evidence on health literacy in the Philippines. The purpose of this study was to examine the health literacy knowledge and experience of senior nursing students in a College of Nursing in Iloilo City, Philippines. Methods: This study utilized a descriptive cross-sectional research design with 160 senior nursing students as participants. Data were gathered using Cormier's (2006) Health Literacy Knowledge and Experience Survey (HL-KES) questionnaire. Descriptive statistical tools, t-test, ANOVA and Pearson’s r were used to analyze the data. Results: Results revealed that majority of senior nursing students had limited health literacy knowledge (M=13.19) and had moderate health literacy experience (M=2.50). No significant differences were found in the knowledge and experience according to sex (p &gt; .05) as well in grade in Health Education course (p &gt; .05). Knowledge of health literacy was not significantly related to health literacy experience (p &gt; .05). Conclusions: Health literacy must be given greater emphasis in the undergraduate nursing curriculum. Nursing schools must pay more attention to devising measures in improving nursing students' health literacy competencies.

Development of the Proposed Solutions to Implement SPICES Model Strategies in Iranian Undergraduate Nursing Curriculum

Background: SPICES model is one of the most popular strategies to assess, review, and modify curriculums. The objective of the present study was to determine SPICES model implementation in undergraduate nursing curriculums in Iran, Canada, and Australia and suggest solutions for the Iranian undergraduate nursing curriculum. Methods: This comparative study was conducted in 2019 using the Brady Model that includes description, interpretation, juxtaposition, and comparison. Ten top universities from the United States, Australia, and Canada as well as Iran were selected according to purposeful sampling. The curriculums of these universities were examined considering six strategies of SPICES model (i.e. student-centered, problembased, integration, community-based, elective, and systematic). Results: According to the implementation procedure of this strategy in famous universities, there are solutions to implement six strategies of SPICES model to modify and review the Iranian nursing curriculum. Conclusion: According to the successful experiences of top nursing schools in the implementation of SPICES model, modification in nursing curriculum is essential considering the needs of the society and facilities. Keywords: NURSING CURRICULUM, SPICES MODEL, IRAN Normal 0 false false false EN-US X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:Table Normal; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri,sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Introduction of Gerontology Into Undergraduate Nursing Curricula: An Innovative Approach Utilizing a Collaborative Partnership for Clinical Nursing Education.

The focus of this article is an innovative approach to teaching gerontology by utilizing a collaborative approach to structuring clinical experiences. The goal was to better prepare future nurses for the growing epidemic of baby boomers. Faculty were challenged to rethink clinical education and design a new method to better prepare nursing students to care for older adults.

Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study.

To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA. A three-round modified Delphi study using a mixed methods research approach. In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213-222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 - January 2018. A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States. The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences.

Exploring cultural safety with Nurse Academics. Research findings suggest time to “step up”

Background: As the largest professional group employed within the health care system, the capacity for nurses to contribute to improving the health of Australian Indigenous people is substantial. Cultural safety has recently been incorporated into the national codes of conduct for nurses. Nurse academics have a key role in ensuring graduates are culturally safe practitioners. Staff capacity is a crucial consideration if cultural safety is to be embedded effectively within nursing curriculum.Aims: The aim of this study was to explore capability in relation to cultural safety with Nurse Academics at a regional university in New South Wales, Australia.Design: Mixed methods approach incorporating a survey and individual interviews.Methods: Casual and permanent nurse academics involved in teaching the undergraduate nursing program were eligible to participate.Results: Fifteen staff completed the survey and eight participated in an interview. Although the importance of cultural safety was recognised, there was a lack of comprehensive understanding and lack of confidence to teach the philosophy and practices of cultural safety. There was strong support cultural safety and anti-racism professional development.Impact statement: Building staff capacity is a crucial consideration if cultural safety is to be embedded within nursing curriculum.Conclusions: Cultural safety professional development is a starting point for nurses to develop their skills in providing culturally safe care and an essential step towards shifting the institutional and professional culture of the nursing profession. Research findings are clear it is time for Nurse Academics to “Step up” to effectively embed cultural safety in undergraduate nursing curriculum.

Nursing students’ experiences of mental health first aid training: A qualitative descriptive study

BackgroundWith the increasing prevalence of mental illnesses worldwide, nurses’ competence and preparedness in addressing patients’ mental health needs warrant particular attention. However, nurses who receive general nursing training may have inadequate knowledge and beliefs about mental health disorders. Although Mental Health First Aid (MHFA) training is considered relevant in improving participants’ mental health literacy, the benefits of incorporating the training into general nursing education have not yet been clearly defined in the literature. AimThe present study aimed to explore undergraduate nursing students’ perceptions and experiences of participating in MHFA training. MethodsThe study adopted a qualitative descriptive method. Twenty-five nursing students in a Baccalaureate nursing programme in Hong Kong who had completed a 12-h MHFA training course were recruited. Data were collected through semi-structured, face-to-face, individual interviews and analysed using thematic analysis. FindingsFive overarching themes regarding the participants’ experiences of the MHFA training were identified from the data: (1) reinforced knowledge and understanding, (2) enhanced techniques and skills, (3) rectified beliefs and values, (4) improved self-awareness of personal mental health status and (5) a heightened sense of achievement and satisfaction. DiscussionIn addition to enhancing nursing students’ competence and readiness in managing individuals with mental health conditions, Mental Health First Aid training could strengthen nursing students’ awareness of their own mental health. ConclusionThe findings provide a greater understanding of the practical and experiential benefits of MHFA training for nursing students, and highlight the relevance of incorporating this training into the undergraduate general nursing curriculum.

The interplay of developmental factors that impact congruence and the ability to thrive among new graduate nurses: A qualitative study of the interplay as students transition to professional practice.

Research suggests the stressors leading to burnout may begin in the undergraduate experience, making the high attrition rates of new graduate nurses highly relevant to undergraduate nurse educators. Through a qualitative research study performed in B.C, Canada, eight novice nurses underwent three in-depth interviews to explore the interplay of factors that enabled and disabled them from thriving upon entry into practice. Prominent undergraduate nursing curriculum factors that were significant in the ability to navigate stimuli before they become chronic stressors included: (1) the ability of students to practice self-care, (2) whether or not faculty supported students to choose practicum and work areas that aligned with their personalities and preferences, and (3) curriculum components that felt relevant and translated well into the workplace. Developmentally, congruence and self-compassion were significant factors that acted as buffers against workplace stress. These insights inform nurse educators by deepening the understanding of the interplay of developmental assets and the experience of stressors that are endemic in their education and workplace experiences.

Nursing Students' Perceptions of a Silent Mentor Program in an Anatomy Course.

Anatomy is a core course in undergraduate nursing curriculum. In today's nursing profession, the integration of biosciences and humanities is increasingly emphasized. Anatomy is considered one of the most essential bioscience subjects for nursing practice. Thus, integrating a silent mentor program into the anatomy course can enrich the knowledge of undergraduate nursing students regarding biosciences and humanities and enhance their future patient-centered care competencies. This article aimed to understand the students' perceptions of integrating a silent mentor program into the anatomy course. Qualitative approach included four focus group interviews. Themes were developed using the analytic induction technique. Twenty-five second-year undergraduate nursing students from a university were recruited. Semi-structured interviews were used to guide four focus group interviews. Focus group interviews were digitally recorded, transcribed, and analyzed. According to the preliminary findings, nursing students regarded silent mentors not only as teaching tools but also as tools to learn more than anatomy. Students greatly respected the silent mentors and were highly engaged in the anatomy course. They expected to become better students or future nurses. Four themes were identified from the interviews: emotional transformation, caring spirit, course engagement, and self-expectation. The findings suggest that the silent mentor program offered students a beneficial learning experience and stimulated their developing competency in nursing humanities. How the silent mentor program can help students achieve optimum academic performance and how their positive experience of the program and humanistic spirit translates into clinical practice in future should be studied further.

Palliative Care Education in Undergraduate Nursing Curriculum in Italy.

Worldwide, more than 19 million people require palliative care because of an advanced stage of disease. Undergraduate nursing education should include palliative care as the European consensus suggests. In 2004, the European Society of Palliative Care issued a guide for the development of palliative nurse education in Europe. This study aims to describe the extension and characteristics of palliative care education within all of the nursing degree curricula in Italy, as well as to what extent their topics match the European Society of Palliative Care guide. A descriptive study was conducted through the universities web pages. For each degree, the curricula of the academic years from 2010 to 2014 were analyzed. Sixty percent of the curricula had formal education in palliative care, heterogeneously distributed in different courses and provided few compulsory and mandatory teaching hours. Data on clinical training suggested that education was essentially theoretical, with poor theory and practice integration. The increasing need for palliative care in different settings corresponds to increasing attention to nursing education in palliative care from the undergraduate level. The inclusion of palliative care teaching in universities at all levels of education and research development represent the future challenges for this discipline.

Population Health in Childbearing Family Education in Nursing.

Population health principles can be introduced in the undergraduate nursing curriculum during a course providing education about the childbearing family. Information regarding fertility and all stages of pregnancy and childbearing is discussed throughout the course. Knowledge regarding client resources, needs, risk factors, and health practices as related to client population is explored. Population health does not limit the clients' defining characteristics to only identified ethnicity or geographic area; clients may be members of more than one population. Introducing population health through the unfolding case study method stimulates a more thorough exploration of differing populations the student may not generally encounter.

Overcoming the Dual Stigma of Mental Illness and Aging: Preparing New Nurses to Care for the Mental Health Needs of Older Adults

Registered nurses are uniquely positioned to fill shortages in the geropsychiatric healthcare workforce. With training, nurses can coordinate both mental and physical healthcare and deliver mental health interventions. Our objective was to determine how nursing educators are preparing students to care for the mental health needs of older adults and to explore the challenges they face in this effort. This was a qualitative studyusing semi-structured, in-depthinterviews. Participants wereundergraduate psychiatric nursing instructors recruitedfrom schools of nursing in the Northeastern United States. Semistructured interviews focused on challenges and strategies related to preparing nursing students to meet the mental health needs of older patients. Fourteen interviews were conducted. An overarching theme of bias against geropsychiatric care was identified as a challenge for educators. Educators reported that nursing students carry biases against patients with mental illness and older patients. Nursing students indicated negative perceptions of the psychiatric and geriatric nursing specialties. Most nursing students plan to work in nonpsychiatric settings and do not consider mental health a priority for their patients. To overcome these challenges, educators suggested increased exposure and integration. To prepare new nurses to care for the mental health needs of older patients, nursing schools should expose nursing students to older adults in a variety of settings and integrate mental health topics and training throughout the undergraduate nursing curriculum. Nursing schools should evaluate their curricula to ensure that mental health content is prioritized and sufficiently integrated with physical health topics. An increased focus on geropsychiatric and integrated mental health content should be supported by nursing programs and state boards of nursing.

Trauma-informed practice: a paradigm shift in the education of mental health nurses

Childhood trauma may have long-lasting effects on self-regulation, mood and behaviour and can increase the likelihood of developing adult mental and physical health conditions. Growing awareness of this has led to mental health services becoming necessarily more trauma informed. This is reflected in a paradigm shift in nursing education, which is moving from a diagnostic model of trauma care to a psychological, trauma-informed approach. The emphasis is on what has happened to the person instead of what is wrong with the person.The University of Stirling developed a new undergraduate nursing curriculum based on the six principles of trauma- informed care published by the Substance Abuse and Mental Health Services Administration. This has led to the development of the (T)AASKED model, the aim of which is to equip nursing students with the skills and knowledge to work in a trauma-informed framework and to improve the experience of mental health service users.

The compatibility of the new undergraduate nursing curriculum with occupational needs from the viewpoint of the faculty members of some north and north-west Universities of Medical Sciences of Iran

Background: Nursing education is part of the higher education system that deals with human life and considering its quantitative and qualitative aspects is very important. Understanding educational needs is a prerequisite for successful education. This study is aims is to investigate the compatibility of nursing undergraduate curriculum with occupational needs from the viewpoints of faculty members of some north and north-west universities of medical sciences of Iran. Methods: This is a cross-sectional descriptive study conducted with the participation of 61 nursing faculty members of Ardebil, Urmia, Zanjan, Tabriz, and Rasht Universities of Medical Sciences in the fall of 2017 using the census method. A checklist containing the curriculum of undergraduate nursing based on the approved headings of the Ministry of Health and Medical Education was used. Data were analyzed by SPSS software. Results: The findings of this study showed that the highest compatibly with job requirements from the viewpoint of faculty members based on the checklist scores from 1 to 4 was related to biochemistry with a mean and standard deviation of 2.1 ± 1.03, among specific courses, epidemiology with mean and standard deviation of 1.90 ± 0.99, and among internship and field apprenticeship, adult and elderly internships with mean and standard deviation of 1.51 ± 0.03. Conclusion: The findings of this study indicate that the curriculum developed for the undergraduate nursing degree is not suitable for nursing job requirements and needs modifications in some aspects. Therefore, presenting the results of this study can be used developing and modification of the undergraduate nursing curriculum based on occupational needs.

Preparing BSN Students for Engagement in Interprofessional Learning.

Interprofessional education in the undergraduate nursing curriculum is an important element for successful interprofessional collaboration and quality outcomes for patients. A correlational study was conducted to determine if professional nursing values were related to attitudes toward interprofessional learning. Results from a cross-sectional survey of 117 nursing students, using the revised Nurse Professional Values Scale and the revised Readiness for Interprofessional Learning Scale, demonstrated a significant correlation between subscales from both instruments (p < .05). Further research is warranted. Nurse educators are encouraged to develop professional values content with consideration for preparing students for their interprofessional roles.

Formación en salud comunitaria: retos, amenazas y oportunidades. Informe SESPAS 2018

Incorporating community health teaching in the undergraduate nursing and medicine curriculum and postgraduate training programmes contributes to enhance the quality, rigour and sustainability of health-promoting community interventions. In this article, we discuss the failure of Spanish Medical Universities to include family and community medicine and primary health care as integrated and cross-cutting disciplines on the undergraduate curriculum. During specialized medical and nursing training, community health teaching varies widely depending on the qualification, priorities and motivation of the primary health care workers, teaching units and trainees. Growing job instability and current nurse and medical recruitment systems, are hindering learning being put into practice, as well as the development of health-promoting community activities and the strengthening of training networks and facilities. Amid such adversity, there are initiatives that provide quality training on community health and should, accordingly, be fostered and acknowledged.

The effects of empathy skills training on nursing students\u2019 empathy and attitudes toward elderly people

BackgroundNursing students’ empathy and positive attitudes toward elderly people could help provide improved elderly care in their future practice. This study aimed to investigate the effects of empathy skills training on nursing students’ empathy and attitudes toward elderly people.MethodsThis quasi-experimental study was conducted in Yasuj, Iran in 2014. The sample consisted of 63 students at Hazrat Zeinab Nursing and Midwifery School who were randomly divided into a control (n = 31) and an intervention group (n = 32). The intervention group attended an eight-hour workshop on empathy skills that was presented through lectures, demonstration, group discussions, scenarios, and questioning. The data were collected using the Persian versions of Kogan’s Attitudes towards Old People Scale and Jefferson Scale of Physician Empathy-Health Professionals Version. Then, the data were entered into the SPSS software, version 19 and were analyzed using descriptive statistics, chi-square test, t-test, and repeated measures analysis of variance.ResultsThe results showed that the empathy skills training program had a significant impact on the students’ mean scores of empathy and attitudes toward elderly people (p < 0.001). The intervention group’s mean score of empathy increased from 77.8 (SD = 10.7) before the intervention to 86 (SD = 7.3) immediately after that and 85.2 (SD = 8.9) 2 months later. Their mean score of attitude also increased from 110.8 (SD = 10.9) before the intervention to 155.2 (SD = 23.4) immediately after the intervention and 158.6 (SD = 23.2) 2 months later. Additionally, the empathy and attitude scores of the intervention group were significantly higher than those for control group immediately and 2 months after the intervention.ConclusionsEmpathy skills training improved the nursing students’ empathy and attitudes towards elderly people. Therefore, empathy training is recommended to be incorporated into the undergraduate nursing curriculum.