Few nurses engage in developing health policy from the local to global level. For a scholarly practice project, American Association of Colleges of Nursing (AACN) accredited nursing schools in New England were surveyed to ...

Before this study, no definition of the status of physical assessment skills content existed in the two entry-level curricula in nursing and in the hospitals' expectations of the nurses they employed. This study is a ...

The global shortage of nurses is a problem that has serious consequences. Recruitment of men into nursing has been seen as one possible solution to both diversify the profession, and fill the shortfall, but there are ...

Human patient simulation (HPS) is a time and cost intensive teaching modality that is used widely in nursing education, and has been implemented with little evidence to support its efficacy (Jeffries & Rizzolo, 2006). Researchers note the lack of reliable tools to measure learning using this teaching modality, and consequentially there is a paucity of research linking critical thinking and simulation (Jeffries, 2007; Kneebone, 2003; Nehring, 2008). Nursing clinical decision making affects patient outcomes. Critical thinking is a key factor in clinical decision making. A review of the relevant literature is equivocal on the use of simulation in undergraduate nursing programs to increase critical thinking skills. The need for further research to develop evidence that simulation can enhance critical thinking is integral to continue and expand the use of simulation as a teaching-learning strategy in undergraduate nursing programs (Hayden, Smiley, Alexander, Kardong-Edgren, & Jeffries, 2014). The purpose of this quasi-experimental study was to evaluate the effect of simulation implementation on nursing students’ critical thinking skills, as measured by Health Education Systems Incorporated (HESI) exit exam critical thinking sub-scores from cohorts of baccalaureate nursing graduates, in an undergraduate nursing education program. Benner’s (1984), model From Novice to Expert, provides a theoretical framework for identifying knowledge acquisition and level of clinical expertise based on skill competency, knowledge, and experience, and underpins this study. The findings from this study may: (a) provide insight into the relationship between simulation and critical thinking; and (b) may strengthen current nursing programs to provide meaningful learning experiences in the education of nursing students that can impact learning outcomes and can affect patient safety in the future. Nursing education programs are challenged to ensure that nursing graduates have the knowledge and higher order critical thinking skills to make accurate clinical decisions, and to provide safe, high quality, cost effective care (National Council of State Boards of Nursing [NCSBN], 2013; National League of Nursing [NLN], 2003)....

Problem: In the United States, hospital acquired pressure injuries (HAPIs) is one persistent patient safety problems with an increasing incidence rate resulting in patient harm and patient deaths. Pressure injuries can ...

All nurses may be obliged to care for patients at the end of life. Baccalaureate nursing education should prepare nurses to provide this care, but best practice for end of life care education has not been established. ...

The purpose of this qualitative phenomenological study was to explore the perceptions of first-generation undergraduate baccalaureate nursing students regarding their experiences with BSN faculty advisors at two Midwestern ...

Introduction: Some health care providers may be reluctant to care for patients with human immunodeficiency virus (HIV) or acquired immunodeficiency syndrome (AIDS). The inclusion of educational opportunities for students ...

New nurse graduates are expected to help relieve the current and pending massive nursing shortage anticipated in the nursing field (Goode, Reid Ponte, & Sullivan Havens, 2016). However, there is a discrepancy between ...

The National League for Nursing (NLN) and the Institute of Medicine (IOM) profess that nursing education has not kept pace with evolving practice requirements and innovative technologies. Nurse educators have been charged ...