Cultivating graduate nurses' knowledge of pathophysiology through gamification
Julia L. Rogers, DNP, College of Nursing, Purdue University Northwest, Hammond, Indiana, USA
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Rogers, Julia L.; Ludwig-Beymer, Patti; Baker, ManisaA formalized faculty orientation program provides a structure to successfully integrate new nursing faculty members into the academic setting. An effective orientation program includes formal preparation for teaching, ...
Allard, Patricia; Cipher, Daisha J.; Eades, Tamara L.; Porter, Marlene T.; Rogers, Meagan R.; Urban, Regina WilderNavigating the year-long transition to competent professional practice as a new graduate nurse (NGN) is cognitively, emotionally, and physically demanding. This session addresses the NGN experience with stress, anxiety, ...
Writing across the curriculum (WAC) educational strategies to enhance graduate/undergraduate nursing comprehension of pathophysiology Hepburn, Millie A.; Myrick, Karen A.; Hakala, Christopher M.; Pasquaretta, Paul P.; Foy, Jeffrey E.; Sanford, Rhea M. (2018-03-19)This session describes how writing across curriculum strategies have enhanced nursing student comprehension of complex pathophysiology concepts through the use of four consistent writing prompts. Students effectively ...
Ebrahimpour, Fatemeh; Imanipour, MasoomehWe used the gamification method in an innovative design to vertically integrate the concept of pain to clinical. The outcomes of our experience included strengthening and emphasizing collaborative learning, peer learning, ...
Basic knowledge in critical care: A comparison of experienced and newly graduated nurses augmented with an examination of newly graduated nurses? Experience making clinical judgments Wiles, Lynn L.Newly graduated nurses (NGNs) are thrust into roles that some purport they are inadequately prepared to handle. Studies found that 4% of NGNs were comfortable with their skills, it took up to one year to feel competent and ...