Now showing items 1-4 of 4
Perceptions of faculty preparedness for developing, evaluating and revising BSN curriculum
Nurse educators are barraged with competencies, standards, outcomes, and initiatives to consider when developing, evaluating, or revising curriculum. The constructivist grounded theory study discovered and compared the perceptions and processes of faculty related to their preparedness and confidence in evaluating, developing, and revising nursing curriculum. Faculty’s constructions were used to develop a middle range descriptive theory Challenged and Overwhelmed. From further faculty recommendations on strategies Supported and Empowered: a Model of Understanding to Support Faculty’s Growth and Competence in Curriculum Development, Evaluation, and Revision was created to support faculty’s growth and competence in curriculum development, evaluation and revision. Findings such as the low confidence found in most faculty, including the very experienced when it came to assessing curriculum, and the inadequate knowledge of curriculum as well as strategies discovered to benefit faculty are shared that assist faculty’s growth and competence in curriculum development, evaluation and revision. These strategies can be used to improve faculty development, educational strategies, and graduate education, resulting in better nurse educator preparedness. Improving educational strategies through better competency will improve the nursing profession. Educator competency, preparation, the faculty shortage, standards, initiatives, and educational competencies and curriculum reform were reviewed. Quality information for educators is provided for evaluating and improving current nursing curriculum, and to guide strategic planning and facilitate nurse program success. Faculty perceptions of how to increase competence, and improve preparation for their role developing, evaluating and revising curriculum were shared....
PREDICTORS OF SUCCESS IN AN ASSOCIATE NURSING PROGRAM UTILIZING COMPREHENSIVE EXAMINATION SCORES
The purpose of this research study was to examine the relationship between the scores obtained on the Assessment Technologies Institute (ATI) tests and the results of the first attempt on the National Council Licensure ...
High-fidelity simulation influences on novice baccalaureate nursing students
Current research supports high-fidelity simulation use as a method for educating junior and senior nursing students. The purpose of this study was to examine the relationship that existed between the use of evidence-based ...
The Effect of Test-taking Strategy Education on Kaplan Integrated Exam Scores
Achieving minimum NCLEX-RN® pass rates is problematic for many nursing programs. Much research focuses on determining predictors of NCLEX-RN® success and preventing failure. Schools implement standardized content assessments to provide computerized test taking practice and identify at risk students. Using standardized content assessments as predictors allows for early remediation. Although many studies demonstrate a reactionary, multifaceted approach, proactive remediation potentially prevents a problem. However, current research provides poor indication of effective, generalizable techniques. Test-taking strategies typically combined with other interventions, show potential benefit, but limited research is available on effective methods. Cognitive behavioral test taking techniques and Mayfield’s Four Questions© (M4Q) strategy appear promising. However, stronger evidence on effective test taking strategy education is necessary. This pilot study examined the effect of M4Q© test-taking strategy education on Kaplan Medical-Surgical 1 integrated exam results by comparing non-equivocal groups. Students enrolled a junior level Medical-Surgical nursing course during the 2016 spring semester received the opportunity to participate in an educational intervention. The participants’ de-identified exam scores were compared to de-identified outcomes from the previous spring semester. Preliminary data analysis demonstrated no potential confounders to consider. An independent samples t test revealed no statistically significant difference in the group means for raw scores and percentile ranking. However, anecdotal comments from students indicated potential benefit. Therefore, additional research to evaluate the M4Q© and other test-taking strategies is needed. Tests are an integral aspect of nursing education and proactive remediation techniques, such as test-taking strategies, should be evidence-based....